Exploring the relationships among college students’ epistemic beliefs, epistemic emotions, and use of problem-solving strategies in engineering design contexts

IF 3.7 2区 教育学 Q1 Social Sciences Thinking Skills and Creativity Pub Date : 2024-08-14 DOI:10.1016/j.tsc.2024.101615
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Abstract

Epistemic beliefs and emotions can exert a profound effect on individuals' academic motivation and achievement. This study presents a plausible model to explore the relationships among engineering students' epistemic beliefs, epistemic emotions, and their use of problem-solving strategies within project design contexts. Findings from path analysis indicate that students who believe design-related engineering knowledge should be justified in multiple ways demonstrate a higher level of positive epistemic emotions. Those who believe foundational engineering knowledge is uncertain and evolving show a lower level of boredom when confronted with design problems. Students experiencing positive epistemic emotions tend to use more problem-solving strategies in their design projects, leading to higher achievement in the design course. Those grappling with boredom tend to use fewer problem-solving strategies, resulting in lower achievement in the design course. Connections between epistemic cognition research and instructional practices in engineering education are discussed.

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探索大学生的认识论信念、认识论情感和在工程设计情境中使用问题解决策略之间的关系
认识信念和情感会对个人的学习动机和学习成绩产生深远影响。本研究提出了一个合理的模型,以探讨工程专业学生的认识信念、认识情感和他们在项目设计情境中使用问题解决策略之间的关系。路径分析结果表明,那些认为与设计相关的工程学知识应该以多种方式来证明其合理性的学生,会表现出更高水平的积极认识情绪。那些认为基础工程知识具有不确定性和不断发展性的学生在面对设计问题时会表现出较低的厌烦情绪。具有积极认识情绪的学生往往会在他们的设计项目中使用更多解决问题的策略,从而在设计课程中取得更高的成绩。而那些感到厌倦的学生则倾向于使用较少的问题解决策略,从而导致设计课程的成绩下降。本文讨论了认识认知研究与工程教育教学实践之间的联系。
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
期刊最新文献
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