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http://dx.doi.org/10.14702/JPEE.2019.025

Analyze the Affective and Learning Strategy Difference of Engineering Students under Academic Probation and other College Students  

Kim, Ock-boon (Center of Teaching and Learning, Seokyeong University)
Cho, Young-bok (Department of Information Security, Daejeon University)
Publication Information
Journal of Practical Engineering Education / v.11, no.1, 2019 , pp. 25-31 More about this Journal
Abstract
The purpose of this study is to investigate the difference between motivation and learning strategies of students who have received academic probation and who have not while attending engineering college. The subjects of this study were engineering college students in Seoul and they participated in the learning strategy test at the teaching and learning center. The subjects of this study were 553 students, 22 of whom received academic probation and 531 didn't. In order to achieve the purpose of this study, we used MLST (Multi-dimensional Learning Strategy test) learning strategy checklists of Korea Guidance, which is a standardized test. A t-test was conducted to compare motivational and learning strategies between students with and without academic probation. As a result, the motivation score of the students with the academic probation was lower than that of those without the academic probation, and the score of the time management and note taking factors of the students with the academic probation were lower than those of the students without the academic probation.
Keywords
Academic probation; Time management; Note taking; Performance-approach goal; College of Engineering;
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