Abstract
The value of self-regulated learning skills for academic achievement has been shown in different domains. However, self-regulated learning skills in design studio education have rarely been studied directly. This study aimed to explore differences in self-regulated learning strategies and motivational factors between high and low achieving industrial design students in an industrial design studio course. We applied a convergent mixed methods design with self-report questionnaires and interviews to gain a comprehensive understanding of students’ strategy use. The integrated analysis of quantitative data from 47 students and qualitative data from 16 students demonstrated differences between high and low achieving design students’ self-regulated learning skills concerning the use of metacognitive, motivational and behavioral strategies. Together with the expanded integration of data analysis, these findings indicate that self-regulated learning examinations should be undertaken with caution in design studio contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 277-299 |
| Number of pages | 23 |
| Journal | A|Z ITU Journal of Faculty of Architecture |
| Volume | 19 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jul 2022 |
Bibliographical note
Publisher Copyright:© 2022, Istanbul Teknik Universitesi, Faculty of Architecture. All rights reserved.
Funding
The study is based on the ongo ing doctoral study of the first author. The study was conducted in accor dance with the ethical principles for research involving human subjects and ethical approval was provided by the University Ethical Committee. All participants provided informed consent. This research did not receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors. The authors gratefully acknowledge the support provided by Istanbul Bilgi University and would like to thank the students of Industrial Design department for their contribution to this research. The study is based on the ongoing doctoral study of the first author. The study was conducted in accordance with the ethical principles for research involving human subjects and ethical approval was provided by the University Ethical Committee. All participants provided informed consent. This research did not receive any specific grant from funding agencies in the public, commercial or not-forprofit sectors. The authors gratefully acknowledge the support provided by Istanbul Bilgi University and would like to thank the students of Industrial Design department for their contribution to this research.
| Funders | Funder number |
|---|---|
| Istanbul Bilgi University | |
| University Ethical Committee |
Keywords
- Design pedagogy
- Individual difference
- Industrial design
- Self-regulated learning
- Studio education