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How Do Engineering Students' Achievement Goals Relate to their Reflection Behaviors and Learning Outcomes?

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session


Tagged Division

Educational Research and Methods

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Paper Authors


Damji Heo Purdue University Orcid 16x16

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Damji Heo received B. A. degrees in Educational Technology and Psychology from Ewha Womans University in 2012 and M. Ed. degree in Educational Psychology from the University of Texas at Austin in 2014 respectively. Currently, she is doing her Ph. D. in Learning, Design, and Technology program at Purdue University since 2015 and a graduate research assistant in School of Engineering Education at the same university. Her main areas of research interest are learning transfer, designing instructional systems based on statistical modelings, and developing educational tools.

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Saira Anwar Purdue University, West Lafayette (College of Engineering)

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Saira Anwar worked at Department of Computer Science Forman Christian College (A Chartered University) at Pakistan for about 8 years and recently joined Purdue University as Graduate Student in Engineering Education. She did her MS Computer Science from National University of Computer and Emerging Science (FAST), Lahore Pakistan and has taught courses in Computer Programming and Software Engineering. She received various awards for her teaching at Pakistan and was also awarded the Outstanding Teacher Award 2013 from Forman Christian College. Her research interest revolves around software estimation, software design and curriculum design of software engineering course(s).

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Muhsin Menekse Purdue University, West Lafayette (College of Engineering)

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Muhsin Menekse is an assistant professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum & Instruction. Dr. Menekse’s primary research investigates how learning activities affect students' conceptual understanding of engineering and science concepts. His second research focus is on verbal interactions that can enhance productive discussions in collaborative learning settings. And his third research focus is on metacognition and its implications for learning. Much of this research focuses on learning processes in K-12 and college level classroom settings. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education.

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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

Heo, D., & 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

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