Self -Appraisal and Self -Management of Cognition and Problem Difficulty: Relationship and Metacognitive Changes During an Engineering Design Project
Lawanto, Oenardi
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https://hdl.handle.net/2142/87794
Description
Title
Self -Appraisal and Self -Management of Cognition and Problem Difficulty: Relationship and Metacognitive Changes During an Engineering Design Project
Author(s)
Lawanto, Oenardi
Issue Date
2008
Doctoral Committee Chair(s)
Johnson, Scott D.
Department of Study
Human Resources and Family Studies
Discipline
Human Resources and Family Studies
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Engineering, General
Language
eng
Abstract
The statistical tests results revealed (a) the existence of a significant relationship between students' cognitive self-appraisal and self-management, (b) the absence of a significant relationship between students' metacognition and level of project difficulty, (c) the absence of a significant metacognitive difference among the three groups of engineering students, and (d) the existence of a significant metacognitive change in mechanical engineering students' overall metacognition between the early and final stages of the design project. Eighteen distinct themes that described the influencing factors for students CSA change and 23 distinct themes that described the influencing factors for their CSM change were also presented. Based on the findings of this study, a number of recommendations were made to engineering educators and researchers who wish to pursue further research in this area.
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