Linking constructivist learning environments, self-efficacy, and mindsets with first-year engineering students' learning strategy adoption

Abstract

Background

Developing effective learning strategies is essential for first-year engineering students due to the rigorous and complex nature of the discipline. During this formative stage, constructivist learning environments (CLEs), self-efficacy, and mindsets are pivotal in shaping how students engage with challenges and develop adaptive approaches to learning.

Purpose/Hypothesis(es)

This study examined the relationships among CLE, self-efficacy, growth and fixed mindsets, and learning strategy adoption. Self-efficacy was hypothesized to mediate the relationship between CLE and learning strategy adoption.

Design/Methods

Survey data from 203 first-year engineering students at an R1 public university in the southwestern United States were analyzed using structural equation modeling. Learning strategy adoption was the outcome variable, and self-efficacy was the mediator. Direct, indirect, and mediating relationships were assessed to investigate how these variables relate.

Results

CLE and growth mindset were positively correlated with self-efficacy, which fully mediated the relationship between CLE and learning strategy adoption. Self-efficacy significantly enhanced the use of learning strategies. Fixed mindset was negatively related to learning strategy adoption directly, whereas growth mindset showed no significant direct relationship.

Conclusions

The findings are consistent with self-efficacy serving as a linking factor between CLE and learning strategy adoption among first-year engineering students. The results suggest that educators can design learning activities that build students' confidence in engineering tasks and explicitly address fixed mindset beliefs to support strategic learning and early academic success.