Profiling Student Self-Assessment Engagement in Engineering Education: A Cluster-Based Approach

• In Event: AERA Roundtable Session Wednesday 7:45 am - Gold 3
  In Roundtable Session: Measuring Success: Readiness, Performance and Proficiency

Abstract

Self-assessment is a core self-regulated learning (SRL) process, yet students vary in how effectively they engage with it, influencing metacognition, motivation, and effort regulation. This study profiled 119 first-year engineering students’ self-assessment engagement using K-means clustering. Three distinct profiles emerged High Engagement, Moderate Engagement, and Low Engagement identified through a person-centered approach. ANOVA results showed significant differences across SRL constructs: metacognition differentiated all three groups (High > Moderate > Low), while motivation and effort regulation were significantly higher only for the High Engagement group compared to the others. Findings align with SRL and Self-Determination Theory, positioning self-assessment as a diagnostic tool for targeted interventions to enhance reflection, motivation, and persistence in engineering education.

Authors

• Vincent OLUWASETO Fakiyesi, University of Georgia

• Taiwo Feyijimi, University of Georgia

• Nathaniel Hunsu, University of Georgia