Browse > Article

A Study on the Level of Self-regulated Learning Ability for Engineering College Students  

Shin, Min-Hee (Innovation Center for Engineering Education, Seoul National University of Technology)
Publication Information
Journal of Engineering Education Research / v.12, no.4, 2009 , pp. 84-92 More about this Journal
Abstract
The purpose of this study was to investigate the level of self-regulated learning ability for engineering students. Self-regulated learning theory has been studied as the theoretical background and assessment framework explaining life-long ability. A survey was conducted to engineering students from an engineering-centered university, located in Seoul. The research findings were as follows. First, each mean of cognitive regulation, motivation regulation, and behavior regulation was 3.041, 3.051, and 2.996 respectively, indicating that the scores were not high. Second, there was no significant difference in the mean score of self-regulated learning ability between female and male students. Third, students in ABEEK accredited program scored meaningfully higher than students in non-accredited program on only 3 sub-components of organization strategy, metacognition, and task value. Fourth, senior students scored meaningfully higher than 1st year students on only 3 sub-components of metacognition, intrinsic motivation, learning environment management. The results revealed that instructional interventions should be provided for engineering students to develop self-regulated learning ability.
Keywords
Self-regulated learning; Life-long learning ability;
Citations & Related Records
연도 인용수 순위
  • Reference
1 ABET Engineering Accreditation Commission (2008). 2009-2010 Criteria for Accrediting Engineering Programs. From ABET Engineering Accreditation Commission web Site, http://www.abet.org/forms.shtml
2 Ertmer, P.A. & Newby, T.J.(1996). The expert learner: strategic, self-regulated, and reflective. Instructional Science, 24(1) : 1-24   DOI
3 Pintrich, P. R, Smith. D. A. F., Garcia, T., & McKeachie. W. J.(1993). Predictive validity and reliability of the motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 53 : 801-813   DOI   ScienceOn
4 Schunk, D. H.(1995b). Self-efficacy and education and instruction. In J. E. Maddux(Ed.), Selfefficacy, adaption, and adjustment: Theory, research, and application (pp. 281-303). NY: Pleum Press
5 Schunk, D. H.(2001). Self-regulation through goal setting. ERIC/CASS Digest
6 Schunk, D. H., & Ertmer, P. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. Pintrich, & M. Zeinder (Eds.), The handbook of selfregulation. (pp. 631-649) San Diego, CA: Academic Press
7 Zimmerman, B. J.(1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25 : 3-17   DOI
8 양명희(2002). LISREL을 이용한 자기조절학습의 개념화 연구. 교육심리연구. 16(2) : 259-290
9 강현실.유혜영(2007). 한국 폴리텍 대학생의 자기조절학습 전략 활용에 관한 연구. 직업능력개발연구, 10(1) : 77-98
10 정미경(2005). 대학생용 자기조절학습 검사도구 개발. 교육평가연구. 18(3) : 155-181
11 McCombs, B.L.(1984). Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivation skills training interventions. Educational Psychologist, 19 : 199-218   DOI
12 Schunk, D. H.(1991). Self-efficacy and academic motivation. Educational Psychologist, 26 : 207-231   DOI   ScienceOn
13 Bandura, A.(1997). Self-efficacy: The exercise of control. New York: Freeman
14 Armstrong.(1989). The development of self-regulation skills through the modeling and structuring of computer programming. Educational Technology Research & Development. 37(2) : 69-76   DOI
15 신민희(1998a). 자기조절 학습이론: 의미, 구성요소, 설계원리. 교육공학연구, 14(1) : 143-162
16 Bandura, A.(1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
17 Schmitt, M. F. & Newby, T. J.(1986). Metacognition: Relevance to Instructional design. Journal of Instructional development   DOI
18 Flavell, J.H.(1987). Speculations about the nature and development of metacognition. Hillsdale, NJ:LEA
19 Zimmerman, & D, H Schunk(Eds.), Self-regulated learning and academic achievement : Theory, research, and practice(pp. 111.141). New York: Springer
20 Pintrich, P. R.(1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31 : 459-470   DOI   ScienceOn
21 Pintrich, P. R., & De Groot, E. V.(1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 : 33-40   DOI
22 Corno, L. & Mandinach, E(1983). The role of cognitive engagement in class-room learning and motivation. Educational Psychologist, 18 : 88-100   DOI
23 신민희(1998b). 자기조절 학습환경이 학습 성취와 동기에 미치는 영향. 교육공학연구, 14(3) : 177-204
24 Paris, S.G. & Newman, R.S.(1990). Developmental aspect of self-regulated learning. Educational Psychologist, 25(1) : 87-102   DOI
25 Schunk, D. H.(1995a). Inherent details of selfregulated learning including student perceptions. Educational Psychologist, 30(4) : 213-216   DOI   ScienceOn
26 Bandura, A.(1977) Self-efficay: Toward a unifying theory of behavioral change, Psychological Review, 84(2) : 191-215   DOI   PUBMED   ScienceOn
27 Zimmerman, B. J. & Martinez-Pons, M. (1988). Development of structured interview for assessing student use of self-regulated learning strategies. American Educational research Journal, 23 : 614-628   ScienceOn