Modeling Temporal Self-Regulatory Processing in STEM Learning of Engineering Design

• In Event: Measuring SRL Processes in STEM College Courses

Abstract

Self-regulation is crucial for student success in scientific inquiry and engineering design. More research is needed to understand why and how some students engage in self-regulation whereas some others fail to do so. In this study, we leveraged computer trace data from 101 high school students who designed an energy-plus house in a simulated learning environment to investigate the temporal nature of self-regulation during engineering design. Using sequential mining, we found that high-performing students were more engaged in the Observation, Analysis, and Evaluation phases of SRL than low-performing students. The high-performing students also demonstrated consecutive sequential patterns between Observation and Analysis, between Reformation and Evaluation, and between Analysis and Evaluation. These findings suggest improved support for students' self-regulatory processes.

Authors

• Juan Zheng, Lehigh University

• Zilong Pan, Lehigh University

• Shan Li, Lehigh University

• Charles Xie, Institute for Future Intelligence