June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
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
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
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