Stratton, D. H., & Anwar, S., & Menekse, M. (2017, June), How Do Engineering Students' Achievement Goals Relate to their Reflection Behaviors and Learning Outcomes?  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28444

\bibitem{asee_peer_28444}
  Stratton, D. H., \& Anwar, S., \& Menekse, M. (2017, June), \emph{How Do Engineering Students' Achievement Goals Relate to their Reflection Behaviors and Learning Outcomes?}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28444

Damji Heo Stratton, Saira Anwar, and Muhsin Menekse.  "How Do Engineering Students' Achievement Goals Relate to their Reflection Behaviors and Learning Outcomes?".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28444 Internet.  15 Dec, 2024

\bibitem{asee_peer_28444}
  Damji Heo Stratton, Saira Anwar, and Muhsin Menekse.
  "How Do Engineering Students' Achievement Goals Relate to their Reflection Behaviors and Learning Outcomes?".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28444 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_28444
author = "Damji Heo Stratton, Saira Anwar, and Muhsin Menekse"
title = "How Do Engineering Students' Achievement Goals Relate to their Reflection Behaviors and Learning Outcomes?"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28444}
number = {10.18260/1-2--28444}
}

TY  - CPAPER
AB  - This research study investigated the relationship between achievement goals, reflection behaviors, and learning outcomes of industrial engineering students. The study used Achievement Goal Questionnaire-Revised (AGQ-R) scale to measure engineering students’ achievement goals. Six response variables for each student were included: the reflection quality score, total number of reflections, two exam scores, final exam score, and the total learning outcome based on course grading policy criteria. Both parametric bivariate regression analysis and regression analysis after transformation based on beta distribution were conducted. The results indicated that mastery approach had a significant effect on the total number of reflections, final exam, and the total learning outcome. Performance approach showed significances on the final exam and the total learning outcome. Mastery avoidance showed significances on the total number of reflections, exam2, and the total learning outcome. Performance avoidance had a significant effect on exam 2, final exam, and the total learning outcome. The findings of this study confirm previous research findings in other domains, which suggest that there is a positive relation between performance approach and learning outcome, and between mastery approach and students’ learning style and strategies. 

Keywords: achievement goals, reflection, engineering education, mobile learning

AU  - Damji Heo Stratton
AU  - Saira Anwar
AU  - Muhsin Menekse
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - How Do Engineering Students' Achievement Goals Relate to their Reflection Behaviors and Learning Outcomes?
UR  - https://peer.asee.org/28444
DO  - 10.18260/1-2--28444
ER  -