Exploring the relationship between key constructs of self-assessment components, motivation, and self-regulation in engineering

Taiwo Raphael Feyijimi; Olanrewaju Paul Olaogun; ISAAC DAMILARE DUNMOYE; Nathaniel Hunsu

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Self-Regulation and Learning
Tagged Division: Educational Research and Methods Division (ERM)
Page Count: 9
DOI: 10.18260/1-2--43643
Permanent URL: https://peer.asee.org/43643
Download Count: 123

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Paper Authors

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Taiwo Raphael Feyijimi University of Georgia

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Taiwo is a current Master's student in the College of Engineering with an emphasis in Electrical and Computer Engineering at the University of Georgia, Athens GA. He had is Bachelors degree in Physics education from the Obafemi Awolowo University (O.A.U.), Ile-Ife, Osun, and an associate degree in Electrical and Electronics Technology Education from the Federal College of Education (Technical), Akoka, Lagos, Nigeria.

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Olanrewaju Paul Olaogun University of Georgia

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Olanrewaju Paul Olaogun is a doctoral candidate in the College of Engineering at the University of Georgia, Athens, GA, USA. He received his BSc. degree from the University of Benin, Nigeria and MSc. degree from the Florida Institute of Technology in electrical engineering. His current research interest is focused on students’ motivation, achievement goals, engagement, and assessment. He is particularly interested in understanding the affordances of technology and media to enhance student learning outcomes.

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ISAAC DAMILARE DUNMOYE Engineering Education and Transformation Institute, College of Engineering, University of Georgia, Athens, GA, USA

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Dunmoye Isaac is an Engineering Education Ph.D. Student, in the College of Engineering, University of Georgia. His area of research focuses on students' educational experience in virtual and online learning environments. He is interested in qualitative and qualitative methodology research that are needed for proper design of instructional material, necessary for harnessing and experimenting the multidisciplinary nature of engineering context to make engineering education suitable for the 21st century.

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Nathaniel Hunsu University of Georgia

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Nathaniel Hunsu is an assistant professor of Engineering Education. He is affiliated with the Engineering Education Transformational Institute and the school of electrical and computer engineering at the university. His interest is at the nexus of the res

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Abstract

Assessment of learning and assessment for learning has been found to provide useful feedback to both learners and instructors when carried out consciously, dynamically, and most importantly, deliberately. Thus, providing students with an opportunity to self-assess their academic work can be an invaluable self-development exercise. Self-assessment involves evaluating one’s own performance and trajectory to an achievement goal. Self-assessment has the potential to increase student motivation to learn and self-regulatory behaviors that are essential for developing as a self-directed learner. Being able to appraise one’s academic goal and performances is vital to succeeding in an engineering career. Research suggests that students improve the effectiveness and quality of their educational experience when they carry out personal, unguided reflections on their performance, level of knowledge, skill, and understanding frequently. However, little is known about how students' reflections, motivation and self-directed learning are related within engineering context. In this study, we explored the relationship between various factors that are relevant to self-assessments, motivation and self-regulation. We particularly examined the correlation between students’ self-reflection, perceptions of self-reflection, intrinsic motivation, control belief, task value, and effort regulation. Participants for the study were 119 electrical and computer undergraduate engineering students from a Southeastern University in the United States who participated in self-assessment activities and completed a questionnaire that include self-assessment, motivation, and self-regulation sub-scales. The survey was assessed on a 7-point Likert scale. The data were analyzed to determine the associations among the variables of interest. The Pearson correlation coefficients was calculated and the result shows that self-assessment components of self-reflection, positive perception and intrinsic motivation have strong significant correlations. Both motivation variables of task value and control belief have medium to high correlation with the assessment components, and with effort regulation. The practical and theoretical implications of this study will be discussed. Differences in these associations across students’ group, and implication of the study for future research and engineering education practice will be discussed.

Citation
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Feyijimi, T. R., & Olaogun, O. P., & DUNMOYE, I. D., & Hunsu, N. (2023, June), Exploring the relationship between key constructs of self-assessment components, motivation, and self-regulation in engineering Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43643

TY - CPAPER
AB - Assessment of learning and assessment for learning has been found to provide useful feedback to both learners and instructors when carried out consciously, dynamically, and most importantly, deliberately. Thus, providing students with an opportunity to self-assess their academic work can be an invaluable self-development exercise. Self-assessment involves evaluating one’s own performance and trajectory to an achievement goal. Self-assessment has the potential to increase student motivation to learn and self-regulatory behaviors that are essential for developing as a self-directed learner. Being able to appraise one’s academic goal and performances is vital to succeeding in an engineering career. Research suggests that students improve the effectiveness and quality of their educational experience when they carry out personal, unguided reflections on their performance, level of knowledge, skill, and understanding frequently. However, little is known about how students&#39; reflections, motivation and self-directed learning are related within engineering context.
In this study, we explored the relationship between various factors that are relevant to self-assessments, motivation and self-regulation. We particularly examined the correlation between students’ self-reflection, perceptions of self-reflection, intrinsic motivation, control belief, task value, and effort regulation. Participants for the study were 119 electrical and computer undergraduate engineering students from a Southeastern University in the United States who participated in self-assessment activities and completed a questionnaire that include self-assessment, motivation, and self-regulation sub-scales. The survey was assessed on a 7-point Likert scale. The data were analyzed to determine the associations among the variables of interest.
The Pearson correlation coefficients was calculated and the result shows that self-assessment components of self-reflection, positive perception and intrinsic motivation have strong significant correlations. Both motivation variables of task value and control belief have medium to high correlation with the assessment components, and with effort regulation. The practical and theoretical implications of this study will be discussed. Differences in these associations across students’ group, and implication of the study for future research and engineering education practice will be discussed.
AU - Taiwo Raphael Feyijimi
AU - Olanrewaju Paul Olaogun
AU - ISAAC DAMILARE DUNMOYE
AU - Nathaniel Hunsu
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Exploring the relationship between key constructs of self-assessment components, motivation, and self-regulation in engineering
UR - https://peer.asee.org/43643
DO - 10.18260/1-2--43643
ER -