Literaturnachweis - Detailanzeige
| Autor/inn/en | Li, Chengcheng; Garza, Tiberio; Zhang, Shaoan; Jiang, Yingtao |
|---|---|
| Titel | Constructivist Learning Environment and Strategic Learning in Engineering Education |
| Quelle | In: Learning Environments Research, 26 (2023) 3, S.743-759 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Li, Chengcheng) ORCID (Garza, Tiberio) ORCID (Zhang, Shaoan) ORCID (Jiang, Yingtao) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1387-1579 |
| DOI | 10.1007/s10984-022-09450-w |
| Schlagwörter | Constructivism (Learning); Engineering Education; Academic Achievement; Learning Strategies; Undergraduate Students; Academic Persistence; Correlation; Student Attitudes; Metacognition; Teaching Methods |
| Abstract | Undergraduates' first-year experience in engineering education impacts their retention and persistence. Strategic learning strategies (i.e. skill, will, and self-regulation) are important for students' academic achievement and retention. We examined to what extent (1) students' skill mediated the relationship between self-regulation and will and (2) the constructivist practices in the learning environment related to students' self-regulation. Data were collected from 293 engineering undergraduates in a redesigned first-year experience course. Path analysis showed that (1) skill mediated the relationship between self-regulation and will and (2) one dimension of the constructivist learning environment (i.e. sharing ideas with others) was correlated with self-regulation. This study helped faculty and researchers to better understand how to use integrated strategic learning strategies and create a constructivist learning environment for engineering students' academic success. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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