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teams,undergraduate research, and service-learning organizations. The first phase of this study,reported in this paper, involves the implementation of an electronic survey to measure the impactof engineering-focused extra-/co-curricular activities on students’ academic achievement andself-efficacy. Academic achievement is measured using questions from the Statics ConceptInventory [1], and self-efficacy is measured using a series of questions from self-efficacy surveyitems [2] that ask students to rate on a six-point Likert scale their capability in (a) specificengineering skills such as working with machine and engineering design, and (b) generalengineering coursework. Based on the results from the survey administered to junior and
wereadapted from the Motivated Strategies for Learning Questionnaire (MSLQ) [37, 38], to measureattitudes associated with learning. In this survey, the learner is asked to rate statements on a 7-point Likert scale (1 - “not at all true of me” to 7 - “very true of me”). The students rated their at-titudes toward intrinsic goal orientation, which is associated with a student’s perception that theyshould participate in the learning task because it is challenging, arouses their curiosity, and forcomplete understanding of the material. Further, the students rated their motivation to reengagewith the material and their fear of making mistakes. Finally, the survey also asked the students torate several self-efficacy constructs, where they are asked to judge
his bachelor’s and master’s degrees from the University of Texas R´ıo Grande Valley, formerly University of Texas Rio Grande Valley. He also holds a doctorate degree in School Improvement from Texas State University. ©American Society for Engineering Education, 2023 Keeping Calm and Staying Balanced: Exploring the Academic Pressures Faced by Engineering Students to Attain High Grades and their Impact on Mental HealthStudies reveal that grades have a short-term impact on students’ self-efficacy, motivation, anddecision making. Earning high grades has become a focal point for engineering students to securethree types of opportunities: internships, post-graduation employment
and diversity,equity, and inclusion (DEI). The authors described how these subcategories would need to becategorized properly in future revisions, but the idea is they heavily dictated a student’sconfidence and sense of belonging.Summarizing this listing, we concluded with a motivational category list of interventionsubcategories as follows: task-value interventions (e.g., utility-value, communal value), framinginterventions (e.g., self-efficacy, belonging), personal value interventions (e.g., valueaffirmations), mitigating stereotype threat, and changing attributions, as shown in Table 1.Donker et al (2014) conducted a meta-analysis on teaching strategies that help studentmetacognition and self-regulation to find which specific tactics
. Otherengineering educators have presented projects of similar complexity, including a fast-returnactuator [8], compressed air engine [9], and ceiling hoist [10]. These projects are typicallyimplemented in standalone lab settings [7] or embedded within junior year machine designcourses [3, 10] and students work in groups to manufacture their prototype from a common,instructor-specified design. Implementation of machining projects has been linked to improvedcourse evaluations [3, 11] and enhanced understanding of theory-based course material [10];however, prior studies do not present evidence of improvement in students’ self-efficacy withregards to specific machining skills nor do these prior studies adequately demonstrate thetransferability of machining
in both grading schemes and students perceptions on how specifications gradingaffected their learning, anxiety, and self efficacy, as collected in midterm and end of term surveys.In general, students reported feeling that the specifications grading scheme helped them learn andgave them confidence to earn their desired grade, although some students reported that thespecifications grading scheme was more stressful than traditional points-based grading. Finally,we discuss the advantages and challenges, from the instructor’s observations and perspective,associated with transitioning from a traditional points-based grading scheme to usingspecifications grading.IntroductionDifferent instructors have different perspectives on the purpose and
was one of few studies to examine whether astructures themed PBL exercise boosts student performance on textbook statics problems. Priorstudies [1, 2, 5] have focused mainly on students’ analytical and design self-efficacy. Our studyadds to prior research by connecting the PBL experience to improved understanding of specificstatics concepts like two-force members, action-reaction pairs, and internal loads.There are several strengths and some limitations to our study. First, we used a robust, mixed-methods approach that allowed us to measure qualitative and quantitative changes in students’structural analysis skills. One limitation of the study is that we did not determine causality; inother words, we cannot definitively claim that the PBL
socialunrest, as well as fires, hurricanes, floods, and other emergencies [1] may also cause disruptions.Such disruptions, on the student side, may lead to, among other things, feelings of isolation,anxiety, and stress [2]; reduced motivation, self-efficacy, and achievement [3]; and retentionissues [4]. The use of a learning management system (LMS) has been shown to mitigatechallenges associated with disruptions, prompting researchers to better understand the degree towhich LMS features are used and how they can be used more effectively. This study wasconducted to discover how instructors utilized a LMS before, during, and after a disruption.Findings from this study can be used by policy makers and educators to plan how best to useLMS features given