Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
This paper is an exploratory study on students’ beliefs and feedback-seeking behaviors. Students believe that developing their engineering-identity involves cultivating their technical skills and they rely on feedback to provide competence-information with respect to engineering work. Unfortunately, obtaining feedback can have negative cognitive, emotional, and motivational costs, such as when students doubt their skills, feel shame, and lack motivation to proceed. This presents a dilemma; if engineering students seek feedback and experience shame, they may have maladaptive responses, including dropping out. We collected data from 133 junior-level mechanical (n=93) and electrical (n=40) engineering-students, taking their initial engineering-design classes for their (1) beliefs about engineering intelligence (fixed/growth mindsets), (2) perceptions of cost/benefits for seeking feedback, and (3) feedback-seeking behaviors (indirect feedback-monitoring, direct from instructors/peers). Results suggested that, when students have a growth mindset and value feedback, they perceive feedback as a learning resource that they seek, either directly or indirectly. Engineering students’ who associated feedback with negative costs, do not invest in feedback-seeking behaviors. These students may see feedback-seeking as hindering their ability to maintain good impressions, and thus, they are less motivated to risk their self-presentations.
Turner, J. E., & Tang, M., & McConomy, S. K., & Papi, M., & Hooker, J. (2020, June), Feedback-seeking Behaviors Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34668
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015