Board 383: Self-Regulation of Cognition and Self-Regulation of Motivation in Problem Solving
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
- Tagged Topic
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NSF Grantees Poster Session
- Page Count
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6
- DOI
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10.18260/1-2--43079
- Permanent URL
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https://peer.asee.org/43079
- Download Count
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189
Paper Authors
Oenardi Lawanto Utah State University, Logan
Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from the University of Dayton, and his Ph.D. from the University of Illinois at Urbana-Champaign. Dr. Lawanto has a combination of expertise in engineering and education and has more than 30 and 14 years of experience teaching engineering and cognitive-related topics courses for his doctoral students, respectively. He also has extensive experience in working collaboratively with several universities in Asia, the World Bank Institute, and USAID to design and conduct workshops promoting active-learning and life-long learning that is sustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.
Angela Minichiello
Utah State University, Logan
orcid.org/0000-0002-4545-9355
Angela Minichiello is a US Army veteran, a registered professional mechanical engineer, and an associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the professional formation of engineers and the development of a diverse engineering workforce.
Zain ul Abideen Utah State University, Logan
Zain ul Abideen is a Graduate Research Assistant and Ph.D. student in the Department of Engineering Education at Utah State University (USU). With an undergraduate degree in Computer Engineering and a Master’s in Engineering Management, coupled with over 12 years of teaching experience with undergraduate engineering students, Zain is currently dedicated to pursuing a Ph.D. in Engineering Education at USU in Logan, UT, USA. His current focus is on coursework and literature exploration, with a particular interest in studying Meta-cognitive processes and how engineering students self-regulate their cognition and motivation strategies during problem solving activities.
Talha Naqash Utah State University, Logan
Assad Iqbal
Arizona State University
orcid.org/0000-0002-8060-7384
Assad Iqbal is a Postdoctoral Research Scholar at Arizona State University working on the National Science Foundation-funded research project i.e., Engineering For Us All (e4usa). Assad Iqbal is an information system engineer with a Ph.D. in Engineering Education and around 14 years of teaching experience in undergraduate engineering and technology education. His research interest is to explore ways to promote self-directed, self-regulated life-long learning among the undergraduate engineering student population.
Abstract
This poster shares the research design and initial findings of the early stage of a 3-year research funded by the National Science Foundation. The major aim of the project is to advance engineering and mathematics (EM) education theory and practice related to students’ self-regulation of cognition and motivation skills during problem-solving activities. The self-regulation includes students’ metacognitive knowledge about task (MKT) and self-regulation of cognition (SRC). The motivational component of self-regulation (SRM) includes self-control of the motivation needed to maintain the level of engagement and deliberate practice necessary for scientific thinking and reasoning. To be effective problem-solvers, students must understand the relationship between the MKT, SRC and SRM throughout the problem-solving activities.
Four research questions guide the research: (1) How do students perceive their self-regulation of cognition (SRC) and motivation (SRM) skills for generic problem-solving activities in EM courses; (2) How does students’ metacognitive knowledge about problem-solving tasks (MKT) inform their Task interpretation?; (3) How do students’ SRC and SRM dynamically evolve?; and (4) How do students’ SRC and SRM reflect their perceptions of self-regulation of cognition and motivation for generic EM problem-solving activities?
A sequential mixed-methods research design involving quantitative and qualitative methods are used to develop complementary coarse- and fine-grained understandings of undergraduate students’ SRC and SRM during academic problem-solving activities. Two 2nd year EM courses: Engineering Statics, and Ordinary Differential Equations were purposefully selected for the contexts of the study. There were 142 students from both courses were participated in quantitative data collection using two validated surveys during spring 2022. One-hundred-twenty-one students were male and 20 students were females. Later in the semester, qualitative data will be generated with twenty students in both courses through one-on-one interviews with students and course instructors, think-aloud protocols with students, and classroom observations.
Our data analysis efforts have not yet completed. Coarse-grained understandings of students’ SRC and SRM are currently developed through analysis of quantitative data collected using self-report surveys: Brief Regulation of Motivation Scale (BRoMS), and the Physics Metacognitive Inventory (PMI). Fine-grained understandings of students’ SRC and SRM will be developed through analysis of qualitative data gathered via one-on-one interviews, think-aloud protocols, classroom observations, and course artifacts gathered as students engage in EM problem-solving activities.
The initial analysis of our quantitative data collected from the both self-report surveys show that there is (1) a significant relationship between students’ strategies to self-regulate their cognition and motivation during problem-solving activities; (2) no significant difference between male and female’s self-regulation of cognition (SRC) and self-regulation of motivation (SRM) during Engineering Statics and Ordinary Differential Equation problem solving; (3) no significant difference of SRM between students who engaged in Engineering Statics and Ordinary Differential Equation problem-solving activities; and (4) a significant difference of reported strategies in interpreting problem and developing plans between those who engaged in Engineering Statics and Ordinary Differential Equation problem-solving activities.
Lawanto, O., & Minichiello, A., & Abideen, Z. U., & Naqash, T., & Iqbal, A. (2023, June), Board 383: Self-Regulation of Cognition and Self-Regulation of Motivation in Problem Solving Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43079
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