Understanding Student Coregulation in Task Interpretation during Electronics Laboratory Activities

Rivera-Reyes, Presentacion; Lawanto, Oenardi; Pate, Michael

doi:10.5539/ies.v9n7p1

Cited by 5 publications

(7 citation statements)

References 26 publications

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“…While these measures of task awareness were not tied directly to comprehension measures, Schellings et al (1996) found performance on the selection task was positively related to final course grades. Other work has looked at the related constructs, task understanding and task interpretation (e.g., Hadwin et al, 2009 ; Lawanto et al, 2013 ; Rivera-Reyes et al, 2016 ). Much of this work has used task questionnaires that probed implicit, explicit, and socio-cultural aspects of task models in the context of a class project (e.g., a complex academic activity extended over time).…”

Section: Discussionmentioning

confidence: 99%

“…However, the implicit questions also probe other aspects of task understanding such as resources needed and relevant course concepts important to task completion. These studies have found that task understanding, and in particular the implicit aspects, predicted both task and course performance (e.g., Miller, 2009 ; Oshige, 2009 ; Rivera-Reyes et al, 2016 ) and a post-task measure of conceptual understanding ( Rivera-Reyes et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

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Relationships between task awareness, comprehension strategies, and literacy outcomes

et al. 2023

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Reading is typically guided by a task or goal (e.g., studying for a test, writing a paper). A reader’s task awareness arises from their mental representation of the task and plays an important role in guiding reading processes, ultimately influencing comprehension outcomes and task success. As such, a better understanding of how task awareness arises and how it affects comprehension is needed. The present study tested the Task Awareness Mediation Hypothesis. This hypothesis assumes that the strategies that support reading comprehension (e.g., paraphrasing, bridging, and elaborative strategies) also support a reader’s task awareness while engaged in a literacy task. Further, it assumes that the reader’s level of task awareness partially mediates the relationship between these comprehension strategies and a comprehension outcome. At two different time points in a semester, college students completed an assessment of their propensity to engage in comprehension strategies and a complex academic literacy task that provided a measure of comprehension outcomes and an assessment of task awareness. Indirect effects analyses provided evidence for the Task Awareness Mediation Hypothesis showing that the propensity to engage in paraphrasing and elaboration was positively predictive of task awareness, and that task awareness mediated the relationships between these comprehension strategies and performance on the complex academic literacy task. These results indicate that task awareness has complex relationships with comprehension strategies and performance on academic literacy tasks and warrants further consideration as a possible malleable factor to improve student success.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Relationships between task awareness, comprehension strategies, and literacy outcomes

et al. 2023

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“…Numerous studies have suggested that group learning offers a basis for social comparison and social learning (Solomon, Croft, & Lawson, 2010), and that teamwork quality and team diversity impact the effectiveness and quality of task completion (Curşeu, Schruijer, & Boroş, 2007;Menekse, Higashi, Schunn, & Baehr, 2017;Stevenson & Starkweather, 2010). For example, one study reported that students' approaches to understanding and solving a design task are influenced by their peers (Rivera-Reyes, Lawanto, & Pate, 2016). Passow & Passow's (2017) systematic literature review concluded that academia considered teamwork as one of the most important competencies that any engineering undergraduate students should have.…”

Section: Project Management In Engineering Designmentioning

confidence: 99%

Self-Regulation Strategies in an Engineering Design Project

Lawanto¹,

Febrian²,

Butler³

et al. 2019

IES

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Models of self-regulation describe how individuals engage deliberately and reflectively in goal-directed action in order to achieve valued goals. Studies have found that the consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving, particularly when unraveling ill-structured problems as is required in engineering design. The primary research question: How did engineering students perceive their self-regulation activities while engaged in a design project? A total of 307 students from three higher education institutions working on their capstone engineering design projects participated in the study. The study evaluated students’ self-regulation in relation to both design and project management skills. We used a self-regulation in engineering design questionnaire (EDMQ) to assess students’ approaches to self-regulation. Quantitative data were analyzed in two parts using descriptive and inferential statistics. Findings suggested that: (1) Students focused more consistently on task interpretation than other self-regulatory strategies, particularly during design; (2) Students lacked awareness of the essential need to develop a method to assess the design deliverables; (3) Self-regulation gaps were found during early design phases, but as the design process progressed, a more balanced approach to self-regulation was apparent. Given the importance of task interpretation to successful performance, students attended to identifying tasks during both the design process and project management. However, they did not report engaging in planning, implementing, and monitoring and fix-up strategies as consistently, even when those processes were relevant and called for. Implications are drawn for research, theory, and practice.

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“…Lubis and Nasution (2017) argue that each learner's initial task interpretation is unique because they have different levels of conceptual understanding. Fortunately, students' understanding has been shown to evolve as they work through the problem (Rivera-Reyes, 2015; Rivera-Reyes, Lawanto, & Pate, 2017) and interact with their peers (Rivera-Reyes, Lawanto, & Pate, 2016). As their task interpretation mature, students also adjust their approach to solving the problem (Abdillah, Nusantara, Subanj, Susanto, & Abadyo, 2016;Kahneman, 2003).…”

Section: Brief Relevant Literature Reviewmentioning

confidence: 99%

Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

Lawanto¹,

Minichiello²,

Uziak³

et al. 2018

IES

Self Cite

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Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.

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Understanding Student Coregulation in Task Interpretation during Electronics Laboratory Activities

Cited by 5 publications

References 26 publications

Relationships between task awareness, comprehension strategies, and literacy outcomes

Relationships between task awareness, comprehension strategies, and literacy outcomes

Self-Regulation Strategies in an Engineering Design Project

Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

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