Effects of Learning Environment, Self-Efficacy, and Mindset on Engineering Students’ Learning Strategies

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Emerging Perspectives on Self-Regulated Learning (Table 11)

Abstract

Learning strategies (will, skill, and self-regulation) are critical in engineering education due to the rigorous and complex nature of the engineering subject matter. Using structural equation modeling, this study examines the impacts of learning environment, self-efficacy, and mindset (growth and fixed) on learning strategies among 204 engineering students. Results indicated self-efficacy served as a full mediator between the learning environment and learning strategies. The fixed mindset had a statistically significant and negative direct effect on learning strategies; however, the growth mindset had a non-significant direct effect on learning strategies. This study highlights the need for holistic approaches that address learning environment, self-efficacy, and mindset collectively to enhance students’ academic success and prepare them for the challenges in engineering education.

Authors

• Qingmin Shi, University of Nevada - Las Vegas

• Chengcheng Li, The Open University of China

• Tiberio Garza, Florida International University

• Shaoan Zhang, University of Nevada - Las Vegas

• Yingtao Jiang, University of Nevada - Las Vegas