Chasmar, J. M., & Melloy, B. J., & Benson, L. (2015, June), Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24979

\bibitem{asee_peer_24979}
  Chasmar, J. M., \& Melloy, B. J., \& Benson, L. (2015, June), \emph{Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24979

Justine M. Chasmar, Brian J. Melloy, and Lisa Benson.  "Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24979 Internet.  12 Dec, 2024

\bibitem{asee_peer_24979}
  Justine M. Chasmar, Brian J. Melloy, and Lisa Benson.
  "Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24979 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_24979
author = "Justine M. Chasmar, Brian J. Melloy, and Lisa Benson"
title = "Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24979}
number = {10.18260/p.24979}
}

TY  - CPAPER
AB  -         Self-Regulated Learning Strategy Use by Second-Year Industrial                          Engineering StudentsSelf-regulated learning (SRL) combines three aspects of the cognitive and affective domains:motivation, metacognition, and self-directed action. Key pieces of self-regulation include goalsetting, planning, monitoring, and evaluating. The Study Cycle is a set of guidelines for studentsrich with SRL techniques that enables students to plan, prepare, and enact their studying byfocusing on five comprehensive steps: previewing before class, engaging in class, reviewingafter class, holding study sessions, and seeking help as a supplement. Teaching the Study Cyclehas shown to reinforce aspects of metacognition and to correlate with increased academicperformance in students in a general chemistry course. While performance in first-year, generaleducation courses is vital for engineering students to move through the curriculum, the transitionof undergraduate engineering majors into the rigorous coursework in the engineeringdepartments is specifically of interest. This paper reports on initial findings of a study in which amodule on the Study Cycle was taught to a class of second-year Industrial Engineering students.The research project aims to understand effects of the module on engineering students’ SRLstrategy use in an engineering course. As the first step in this project, this paper examines whichcomponents of the Study Cycle students self-report as being useful in their engineering coursesprior to the module and their perceptions of effective study strategies after the module.This work is situated in a larger mixed methods, quasi-experimental design study. In Fall 2014,students in the Sophomore Seminar in Industrial Engineering course attended one of twoworkshops as a class assignment: the primary intervention, “The Study Cycle” (n=77) and thecontrol, “Managing Test Anxiety” (n=80). Prior to the workshop, students wrote one-minutepapers responding to an open-ended question on study strategies that they successfully use in aself-identified course. Students also were asked to complete a 34-item survey adapted from theMotivated Strategies for Learning Questionnaire (MSLQ); only learning strategy items wereused, and items were reworded to be applicable to an engineering course. Because of our smallsample size, the survey was only used to support students’ written responses to obtain a thoroughimage of what strategies the students are utilizing to be successful in their engineering courses.The students submitted a reflection one week after the module, setting goals of strategies theywill utilize in their self-identified course. The one-minute papers received several read-throughsbefore a priori coding was used to identify phrases in the responses that aligned with the MSLQsubscales; additional themes were allowed to emerge from the data. Phrases were highlighted ascodes in RQDA.Preliminary results show students identified help-seeking behaviors, time and studyenvironments, and rehearsal strategies pre-module. Post-module reflections will be analyzed inthe same way and differences between pre-module self-reported strategy use and post-modulegoals will be identified. Quantitative (survey) data will be integrated with qualitative (one-minute paper) data by first identifying students with high scores on survey subscales (4 to 5 outof 5) and examining codes corresponding to their responses to the open-ended question.
AU  - Justine M. Chasmar
AU  - Brian J. Melloy
AU  - Lisa Benson
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students
UR  - https://peer.asee.org/24979
DO  - 10.18260/p.24979
ER  -