Engineering Student Motivation and Perceived Metacognition in Learning Communities

Abstract

Her research interests involve factors influencing problem solving such as cognitive processes, metacognition, and mental workload.

Exploring learning outcomes, communication, anxiety, and motivation in learning communities: a systematic review

“…Livinglearning communities could improve learners' motivation and enhance their skills in adopting motivational strategies. The honors community could more significantly motivate students to learn than science and engineering communities (Faber et al, 2014). The features of teachers in learning communities, e.g.…”

Cluster Analysis Methods and Future Time Perspective Groups of Second-Year Engineering Students in a Major-Required Course

“…The MAE survey [7], [8] consists of 5 sections with 86 items related to goal orientation [34], FTP and Expectancy (E), task specific metacognition, problem-solving self-efficacy [35], and demographic information. This paper presents a CA of the domain-and context-specific Future Time Perspective (FTP) items utilizing the FTP and Expectancy section.…”

“…One specific aspect of motivation, Future Time Perspective (FTP) [1], has been shown to have a connection to student strategies and how they approach learning in the present [2]- [4]. One way of evaluating FTP is quantitatively through a survey instrument like the Motivation and Attitudes in Engineering survey [5]- [8]; however, it is often difficult to select appropriate analysis methods for such quantitative data, and there is a lack of literature for engineering educators comparing types of quantitative analytic methods. Thus, the second purpose of this paper is to fill this gap by discussing how to implement different types of cluster analysis (CA) techniques to create homogenous groups and how to select the best clustering method and solution based on reported results.…”

Interest-Driven Major Pathways for Mid-Program Undergraduate Engineering Students

“…In the first three semesters, participants did not make as many connections between their interests and careers but this changed during the fifth and sixth semesters. The relationship between interest and goals has been explored independent of identity [17], [35], [62] but this work illustrates that how participants think about who they want to be or identify as in the future includes their present interest and their future goals.…”