Project-based engineering learning in college: associations with self-efficacy, effort regulation, interest, skills, and performance.

Autor: Wu LL; Henry Samueli School of Engineering, University of California, Irvine, Irvine, USA., Fischer C; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany., Rodriguez F; School of Education, University of California, Irvine, Irvine, USA., Washington GN; College of Engineering and Computing, George Mason University, Fairfax, VA USA., Warschauer M; School of Education, University of California, Irvine, Irvine, USA.
Jazyk: angličtina
Zdroj: SN social sciences [SN Soc Sci] 2021; Vol. 1 (12), pp. 287. Date of Electronic Publication: 2021 Dec 05.
DOI: 10.1007/s43545-021-00286-4
Abstrakt: This quantitative study examined student participation in an introductory project-based engineering course offered in fully face-to-face and hybrid course modes ( N  = 160). This course attempted to counteract trends of decreased student motivation and high attrition rates among engineering majors. Mixed-design analysis of variance examined differences in motivational constructs including student self-efficacy, effort regulation, and interest in engineering, as well as engineering skills throughout the course and across instructional modes. None of the motivational constructs were associated with significant decreases throughout the course nor with differences across instructional modes. However, students' engineering skills increased throughout the course with no significant differences across course modalities. Furthermore, interest in engineering and effort regulation were positively associated with course performance. The instructional modality was not significantly associated with course performance. Overall, this study provides an example of a project-based introductory engineering course which may help maintain student motivation and foster student success in engineering.
Competing Interests: Conflict of interestThe authors declare that there is no conflict of interest and no financial support or gain associated with this publication.
(© The Author(s) 2021.)
Databáze: MEDLINE
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