Constructivist Learning Environment and Strategic Learning in Engineering Education
- Resource Type
- Journal Articles
Reports - Research
- Authors
- Li, Chengcheng (ORCID 0000-0003-3197-7888); Garza, Tiberio (ORCID 0000-0002-5673-2011); Zhang, Shaoan (ORCID 0000-0002-8272-1551); Jiang, Yingtao (ORCID 0000-0001-7453-9365)
- Source
- Learning Environments Research. Oct 2023 26(3):743-759.
- Subject
- Constructivism (Learning)
Engineering Education
Academic Achievement
Learning Strategies
Undergraduate Students
Academic Persistence
Correlation
Student Attitudes
Metacognition
Teaching Methods
- Language
- English
- ISSN
- 1387-1579
1573-1855
Undergraduates' first-year experience in engineering education impacts their retention and persistence. Strategic learning strategies (i.e. skill, will, and self-regulation) are important for students' academic achievement and retention. We examined to what extent (1) students' skill mediated the relationship between self-regulation and will and (2) the constructivist practices in the learning environment related to students' self-regulation. Data were collected from 293 engineering undergraduates in a redesigned first-year experience course. Path analysis showed that (1) skill mediated the relationship between self-regulation and will and (2) one dimension of the constructivist learning environment (i.e. sharing ideas with others) was correlated with self-regulation. This study helped faculty and researchers to better understand how to use integrated strategic learning strategies and create a constructivist learning environment for engineering students' academic success.