Engineering students’ self-regulation, study strategies, and motivational believes in traditional and problem-based curricula
- Autores: Benoît Galand, Benoît Raucent, Mariane Frenay
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 26, no. Extra 3, 2010, págs. 523-534
- Idioma: inglés
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- Dialnet Métricas: 1 Cita
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Resumen
Is problem-based learning (PBL) really effective? Evidence focusing on achievement provides mixed results, but a growing body ofresearch indicates that PBL fosters students’ academic engagement. However these studies are limited to the education of healthprofessionals and do not include measures of implementation. The aim of the present study is to compare perceptions of the learningenvironment, motivational beliefs (self-efficacy and goal orientations), self-regulation strategies, study strategies, and satisfactionamong engineering students before and after the shift from a lecture-based to a problem- and project-based (PBL) curriculum. The lastcohort of students who attended the traditional curriculum and the first cohort of students who attended the new PBL curriculumparticipated to a questionnaire survey. Results of multivariate analyses show that PBL students perceived stronger academic supportand weaker organizational structure. They also report more frequent use of adaptive self-regulation and deep processing strategies, lessfrequent use of surface processing strategies, lower satisfaction, higher attendance and longer study time. No differences were found formotivational beliefs and collaboration between students. Moreover, perceived learning environment mediates most of the observeddifferences between cohorts. Implications for attempts to improve student academic engagement are discussed.
