Path Analysis of Relationships Among Engineering Students' Epistemic Beliefs, Epistemic Emotions, Strategy Use, and Achievement

• In Event: Emotions, Learning Outcomes, and Learning Processes: Intersections and Understandings

Abstract

Epistemic beliefs and emotions are crucial components of self-regulated learning. We used structure equation modeling to test the integrated model of engineering students’ epistemic beliefs, epistemic emotions, and correlates situated in the context of an engineering-design problem-solving. The findings suggest that students who feel certain about the design-related knowledge evoke more positive emotions while at the same time feel less bored when solving a problem in a design project; they are also likely to use more strategies which lead to higher achievement in the design course. In contrast, students who believe general engineering knowledge is certain are more likely to feel bored when solving a problem; and use less strategies which predict lower achievement in the design course.

Authors

• Jinjushang Chen, Florida State University – Tallahassee

• Jeannine E. Turner, Florida State University