Developing an instrument to measure the cognitive- affective-conative profile of engineering students

2017 IEEE 9th International Conference on Engineering Education (ICEED) Pub Date : 1900-01-01 DOI:10.1109/ICEED.2017.8251173

A. N. Paimin, M. Alias, J. Prpic, R. Hadgraft

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引用次数: 1

Abstract

Learning strategies (cognition), emotion (affection) and conation are suggested as important elements of success for engineering students. Identifying student learning profile may help improve successful rate in engineering program. An instrument that can be used for reliably assessing the cognitive- affective-conative profile of students is needed. This paper report the development and initial testing of the questionnaire (CACQ). Quantitative procedures were used. The set of questionnaire was distributed to 207 final year engineering students after being reviewed by four experts. Each of the constructs reached a good reliability value. Strong and positive correlations were established between learning strategy, emotion, conation and achievement motivation measures. The strength of correlations between the constructs also provides an indicator to the unidimensionality of the constructs. This new questionnaire is a promising measure for assessing the cognitive, affective and conative profile of engineering students.

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开发一种测量工程专业学生认知-情感-思维特征的工具

学习策略(认知)、情感(情感)和专注是工科学生成功的重要因素。确定学生的学习概况有助于提高工程课程的成功率。需要一种能够可靠地评估学生的认知-情感-意向特征的工具。本文报道了问卷调查(CACQ)的开发和初步测试。采用定量方法。经过4位专家的审核，该问卷被分发给了207名工程专业的大四学生。每个构念都达到了良好的信度值。学习策略、情绪、注意力和成就动机之间存在显著的正相关。构念之间的相关性强度也为构念的单维性提供了一个指标。该问卷是一种评估工科学生认知、情感和思维状况的有效方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2017 IEEE 9th International Conference on Engineering Education (ICEED)

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