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How smartphone addiction disrupts the positive relationship between self-regulation, self-efficacy and student engagement in distance education

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Revista de Psicodidáctica (English ed.) 2025年第1期30卷

作者： Memnüne Kokoç Yüksel Göktaş Center for Teaching and Learning Karadeniz Technical University 61100 Trabzon Türkiye Department of Software Engineering Faculty of Engineering Ataturk University 25240 Erzurum Türkiye

Given that students maintain a continuous connection with their smartphones in their daily lives and rely on them for participating in distance education, it becomes imperative to explore the factors associated with student engagement, considering the mediating role of smartphone addiction in distance education programs. Although extensive research has been carried out on smartphone addiction, very little is known about it in the context of distance education. This study aims to explore the relationship between student engagement, smartphone addiction, self-regulation, and self-efficacy among distance education students in online learning environments. This cross-sectional study was conducted in Türkiye. Data were collected via an online questionnaire from 1514 university students ( n = 842 females, n = 672 males; M age  = 33.11, SD  = 10.09) enrolled in various distance education programs in Turkey, specifically those undertaking synchronous online courses, through an online questionnaire distributed via e-mail. Path analysis modelling was used to test the hypothesised model. Maximum Likelihood Estimation was used as a method for estimating parameters in path analysis. The findings of this study indicate that self-regulation had a positive impact on student engagement, while smartphone addiction had a negative influence. Importantly, smartphone addiction acted as a mediating factor, weakening the relationship between self-regulation and student engagement. No significant correlation was found between general self-efficacy and smartphone addiction. These results highlight the significance of interventions focusing on self-regulation skills and promoting healthy digital habits to enhance student engagement and addressing smartphone addiction is crucial for enhancing student engagement in distance learning environments. En la actualidad, el alumnado mantiene una conexión constante con los teléfonos inteligentes y depende de ellos para la educación a distancia. Por tan

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What brings women to the table? Female and male students' perceptions of ways of thinking in engineering study and practice

What brings women to the table? Female and male students' pe...

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36th Annual Frontiers in Education (FIE 2006)

作者： Kilgore, Deborah Yasuhara, Ken Saleem, Jason J. Atman, Cynthia J. Center for the Advancement of Engineering Education (CAEE) Center for Engineering Learning and Teaching (CELT) University of Washington CAEE CELT University of Washington

ISBN: (纸本)9781424402564

Women represent only one fifth of engineering Bachelor's degree recipients in the U.S. This gender gap has stubbornly held for the past several years. Based on survey and interview data, this study examines the experiences and perspectives of 40 first-year women and men intending to study engineering at a public, research extensive university. We found that, regardless of gender, students view math, science, and other technical abilities as foundational in engineering. However, our findings also provide a complex picture of gender differences in the experiences and ways of thinking beginning undergraduates associate with engineering. With a more detailed understanding of what distinguishes women as early successes in the possible engineering pathways, this study provides empirical grounds for portraying engineering more broadly in order to recruit more women.

关键词： gender engineering education mixed methods recruitment

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The Medium is the Message: Online Technology and Knowledge Construction in Adult Graduate Education

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Adult learning 2004年第3-4期15卷 12-15页

作者： Kilgore, Deborah Center for Engineering Learning and Teaching (CELT) University of Washington United States

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A pedagogy of larger concerns: Grounding engineering faculty development in research on teaching conceptions 122

A pedagogy of larger concerns: Grounding engineering faculty...

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2015 122nd ASEE Annual Conference and Exposition

作者： Borgford-Parnell, Jim L. University of Washington Center for Engineering Learning and Teaching United States

This paper presents how the results of a study on teaching conceptions have come to exert both a philosophical and practical influence on the faculty development services offered at an engineering-specific teaching and learning center. The study examined the teaching conceptions of eight university professors who were recognized for their outstanding teaching. A set of concepts or elements were identified that played important roles in the teaching lives of those professors. Together, these elements form a conception of the teaching endeavor entitled a Pedagogy of Larger Concerns (PLC). © American Society for engineering Education, 2015.

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The discriminative learning gain: a two-parameter quantification of the difference in learning success between courses

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Australasian Journal of engineering Education 2018年第2期23卷 71-82页

作者： Direnga, Julie Timmermann, Dion Kieckhäfer, Ferdinand Brose, Andrea Kautz, Christian Engineering Education Research Group Hamburg University of Technology Hamburg Germany Center for Teaching and Learning Hamburg University of Technology Hamburg Germany

Pre- and post-tests are often used in engineering Education Research to assess teaching and learning. Sometimes, it is reasonable or even necessary to use a different pre- than post-test. In that case, it is difficult to analyse the data with traditional methods such as average normalised gain or normalised change scores. We propose to use the so-called discriminative learning gain (DLG) to analyse such data. This two-parameter statistic describes the post-test performance of model students, taking into account varying pre-test performances. Thus, it describes not only the learning of the average student, but also the discriminative effect of the instruction with respect to initial performance. Teachers and researchers can use the DLG as a tool to effectively compare course performances. Using confidence bounds, the difference in learning success among courses can be quantified and easily visualised. Consequently, informed conclusions can be drawn if courses differ in effectiveness. This article demonstrates how to apply and interpret the DLG. Limitations of the method and the application to the special case of identical pre- and post-tests are discussed. © 2018, © 2018 Engineers Australia.

关键词： teaching

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engineering students' mathematical problem solving strategies in capstone projects

Engineering students' mathematical problem solving strategie...

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2005 ASEE Annual Conference and Exposition: The Changing Landscape of engineering and Technology Education in a Global World

作者： Cardella, Monica E. Atman, Cynthia J. Industrial Engineering Center for Engineering Learning and Teaching University of Washington Seattle WA United States

Mathematics is generally considered to be a fundamental element of engineering education. However, there is little empirical evidence characterizing the role of mathematics in the engineering design process. The goal of this paper is to take a research informed approach towards understanding engineering students' use of mathematical problem solving strategies while engaged in capstone design projects. This paper presents some initial evidence elicited through observation of a team of five industrial engineering seniors, interviews with these students as well as students from other engineering departments and document analysis. The data is analyzed using a framework based on the work of Alan Schoenfeld1which consists of five aspects of mathematical thinking: the knowledge base (e.g., calculus), problem solving strategies or heuristics, effective use of one's resources (or cognitive structures, such as memory), beliefs and attitudes (about mathematics), and engagement in mathematical practices. Results from this study provide insights for mathematics and engineering educators as they support engineering students' integration of mathematics and mathematical thinking into their design practices.

关键词： engineering education

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Crating the self: The interplay of agency, entrepreneurial mindset, and narrative identity

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Journal of engineering Education 2025年第3期114卷

作者： Ariana F. Turner Hye Yeon Lee Joseph M. Le Doux Department of Biomedical Engineering Georgia Institute of Technology Atlanta Georgia USA Center for Teaching and Learning Georgia Institute of Technology Atlanta Georgia USA School of Medicine Emory University Atlanta Georgia USA

Background Despite the well-established positive effects of storytelling, narrative modes of thinking have neither been systematically assessed nor widely implemented in engineering education. Purpose Recently, the idea of story-driven learning (SDL) as pedagogy has been applied in an engineering department at a public university. Our research question was: “How are students, as a result of story-driven learning, changing in regard to both their self-reported (1) entrepreneurial mindset, self-concept clarity, and sense of narrative identity and (2) the ways in which they tell the stories of their lives?” Design We collected data from 60 students and compared the results from (1) students currently enrolled in “The Art of Telling Your Story” course and (2) students who had never taken the course. At the beginning and end of the semester, students completed self-report measures (i.e., self-concept clarity, awareness of narrative identity, entrepreneurial mindset) and two narrative prompts. The stories were then coded for six narrative themes: entrepreneurial mindset, redemption, contamination, agency, self-concept clarity, autobiographical reasoning. Results Students in the class experienced an increase in agency and entrepreneurial mindset. Moreover, when directly compared with students not in the course, students in the course experienced an increase in autobiographical reasoning, awareness of narrative identity, and maintained their increase in entrepreneurial mindset. Conclusions These results showcase the potency of storytelling interventions, as well as highlighting—for the first time—their potential for influencing the development of entrepreneurially minded engineers.

关键词： biomedical engineering entrepreneurial mindset pedagogy story-driven learning

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On an upward trend: Reflection in engineering education 122

On an upward trend: Reflection in engineering education

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2015 122nd ASEE Annual Conference and Exposition

作者： Sepp, Lauren A. Orand, Mania Turns, Jennifer A. Thomas, Lauren D. Sattler, Brook Atman, Cynthia J. University of Washington Human Centered Design and Engineering Center for Engineering Learning and Teaching United States

In this paper, we are interested in exploring the question: how much explicit, named attention has reflection received in engineering education scholarship and how do we interpret these results? We conducted a systematic literature review of the ASEE (American Society of engineering Education) conference publications to better understand the role of reflection in engineering education scholarship through assessing the number of papers that involve reflection in some way. In our search, we categorized the publications by scope of reflection: the extent to which reflection is mentioned, and type of reflection: how reflection is being operationalized. As a result of our findings, it is evident that there has been a significant and recognizable upward trend in the explicit attention to reflection across the body of the ASEE conference publications. Understanding the trends of reflection across literature can help us further analyze its prevalence and importance in the engineering education community. © American Society for engineering Education, 2015.

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Mid-semester feedback enhances student learning

Mid-semester feedback enhances student learning

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2001 ASEE Annual Conference and Exposition: Peppers, Papers, Pueblos and Professors

作者： Wickramasinghe, Ranil Timpson, William M. Colorado State University Department of Chemical Engineering CSU CSU Center for Teaching and Learning

Soliciting mid-semester student feedback encourages a more responsible attitude by the students as they reflect upon the course. Making use of a third party facilitator to obtain this feedback results in constructive suggestions by the students. Implementation of some of these suggestions, will often result in an improved learning environment. A junior-level fluid mechanics course was modified over a two-year period. These modifications together with the results of soliciting mid-semester feedback are described here.

关键词： engineering education

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Disciplinary knowledge, identity, and navigation: The contributions of portfolio construction

Disciplinary knowledge, identity, and navigation: The contri...

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9th International Conference of the learning Sciences, ICLS 2010

作者： Turns, Jennifer Sattler, Brook Kilgore, Deborah Human Centered Design and Engineering United States Center for Engineering Learning and Teaching University of Washington United States

In this paper, we look at how the construction of two types of professional portfolios supports engineering student learning. To frame "engineering learning," we use the dimensions brought together by Stevens and his colleagues: disciplinary knowledge, identity, and navigation. We present data from a comparative study in which students constructed one of two types of professional portfolios and provided data through extensive questionnaires. In this analysis, we look at their answers to the first question on the questionnaire ("What did you take away from this experience") in terms of the extent to which the students reported insights about disciplinary knowledge, identity, and navigation as a result of portfolio construction activities and the nature of the insights reported.

关键词： Students

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