Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

被引:9
作者
Akdeniz, Aysun Ates [1 ]
机构
[1] Istanbul Tech Univ, Istanbul, Turkey
关键词
Self-regulated learning; Industrial design; Design studio education; Design learning; Design performance; HIGHER-EDUCATION; EFFICACY; CREATIVITY; FRAMEWORK; ACHIEVEMENT; MOTIVATION; VARIABLES; ART;
D O I
10.1007/s10798-022-09798-3
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A growing number of studies indicate that self-regulated learning plays a significant role in students' academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students' self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance.
引用
收藏
页码:1923 / 1957
页数:35
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