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This paper shares the initial findings of a three-year research project. Quantitative methods were used to develop coarse-grained understandings of undergraduate students’ self-regulation of cognition (SRC) and self-regulation of motivation (SRM) during academic problem-solving activities in two undergraduate engineering and mathematics (EM) courses. Two research questions were constructed to guide this study: (1) How are SRC and SRM strategies related to each other while solving EM problems?; and (2) How do students perceive their SRC and SRM strategies for problem-solving activities in EM courses? Two 2nd year EM courses, Engineering Statics and Ordinary Differential Equations, were purposefully selected as the contexts of the study. There were a combined total of 142 students (120 male and 20 female), across both courses, that participated in quantitative data collection using two validated surveys during spring 2022. Quantitative data were collected using two selfreport surveys: Brief Regulation of Motivation Scale (BRoMS), and the Physics Metacognitive Inventory (PMI). Although PMI was initially designed for Physics, it can be used to assess students’ metacognition for problem solving in other knowledge domains by simply revising the word “physics” to another domain knowledge. Both descriptive and inferential statistics were conducted to analyze the collected quantitative data. During data analysis we found: (1) a significant relationship between students’ strategies to selfregulate their cognition and motivation during EM problem-solving activities; (2) no significant difference between male and female’s self-regulation of cognition (SRC) and self-regulation of motivation (SRM); (3) no significant difference of SRM between students who engaged in Engineering Statics and Ordinary Differential Equation problem-solving activities; and (4) a significant difference of reported strategies in interpreting problem and evaluating strategies between those who engaged in Engineering Statics and Ordinary Differential Equation problemsolving activities. Participants reported using certain SRM strategies, such as “If I need to, I have ways of convincing myself to keep working on a tough assignment” more frequently than other strategies during problem solving.
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Deceptive Content Labeling Survey Data from Two U.S. Midwestern Universities
Intentionally deceptive online content seeks to manipulate individuals in their roles as voters, consumers, and participants in society at large. While this problem is pronounced, techniques to combat it may exist. To analyze the problem and potential solutions, we conducted three surveys relating to how news consumption decisions are made and the impact of labels on decision making. This article describes these three surveys and the data that were collected by them.
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- Award ID(s):
- 1757659
- PAR ID:
- 10317212
- Date Published:
- Journal Name:
- Data
- Volume:
- 7
- Issue:
- 3
- ISSN:
- 2306-5729
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/data7030026
