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An Examination of the Mediation Effect of Self-Regulated Learning Strategy on Learning Outcome in Engineering Capstone Design Course  

Kim, Na-Young (Innovation Center for Engineering Education, Seoul National University of Science and Technology)
Lee, So Young (Language Education Institute, Seoul National University)
Publication Information
Journal of Engineering Education Research / v.20, no.5, 2017 , pp. 34-42 More about this Journal
Abstract
This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.
Keywords
Capstone Design; Problem Solving Efficacy; Task Value; Self-Regulated Learning Strategy;
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Times Cited By KSCI : 2  (Citation Analysis)
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