The Effect of Curricular Activities on Learner Autonomy: The Perspective of Undergraduate Mechanical Engineering Students

Autor/inn/en	Duarte, M.; Leite, C.; Mouraz, A.
Titel	The Effect of Curricular Activities on Learner Autonomy: The Perspective of Undergraduate Mechanical Engineering Students
Quelle	In: European Journal of Engineering Education, 41 (2016) 1, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2015.1056101
Schlagwörter	Foreign Countries; Undergraduate Students; Engineering; Engineering Education; Personal Autonomy; Class Activities; Teacher Role; Student Characteristics; Student Motivation; Self Efficacy; Likert Scales; Measures (Individuals); Factor Analysis; Questionnaires; Portugal + Suchen Sie Ihr Suchwort? Ausland; Maschinenbau; Ingenieurausbildung; Individuelle Autonomie; Lehrerrolle; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Likert-Skala; Messdaten; Faktorenanalyse; Fragebogen
Abstract	This study researches how first-year engineering students perceived the influence of curricular activities on their own learning autonomy, measured with an adaptation of the Personal Responsibility Orientation to Self-direction in Learning Scale (PRO-SDLS). Participants were questioned to assess the influence of the teacher's role. The results indicate that learners' characteristics (motivation and self-efficacy) contribute more to learner autonomy (LA) than the teaching-learning transaction (control and initiative), as in the original PRO-SDLS validation. The most autonomous learners presented higher values in all LA components and dimensions, but the differences were greater in motivation and initiative. The participants with higher LA were not as dependent on the teacher, regarding assessment, the completion of classroom tasks and deadlines. Regardless of the degree of autonomy in learning, all participants viewed teachers as the main source of information. Therefore, LA plays an important role in teaching activities planning. Suggestions for adjustments and more flexible learning scenarios are formulated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01