Exploring the Impact of Self-Regulated Learning Intervention on Students' Strategy Use and Performance in a Design Studio Course

Autor/in	Ates Akdeniz, Aysun
Titel	Exploring the Impact of Self-Regulated Learning Intervention on Students' Strategy Use and Performance in a Design Studio Course
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 5, S.1923-1957 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ates Akdeniz, Aysun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09798-3
Schlagwörter	Metacognition; Intervention; Learning Strategies; Industrial Arts; Design; Undergraduate Students; Comparative Analysis; Self Efficacy; Self Evaluation (Individuals); Goal Orientation; Help Seeking; Studio Art; Foreign Countries; Student Attitudes; Outcomes of Education; Turkey + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Industriekultur; Kunstgewerbe; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Kunstwerkstatt; Ausland; Schülerverhalten; Lernleistung; Schulerfolg; Türkei
Abstract	A growing number of studies indicate that self-regulated learning plays a significant role in students' academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students' self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01