Collaborative Research: EHR Core: Exploring the Emotional and Motivational Lives of Undergraduate Engineering Students

合作研究：EHR 核心：探索工程本科生的情感和动机生活

基本信息

批准号：
1661100
负责人：
Idalis Villanueva
金额：
$ 23.02万
依托单位：
Utah State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-06-01 至 2021-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1661100&HistoricalAwards=false
关键词：
Collaborative Research EHR Core Exploring

项目摘要

A strong engineering workforce is critical to maintaining a dynamic and innovative United States economy. Engineering programs present considerable challenges, including the need to motivate students and the need for students to have positive attitudes toward learning. Prior research demonstrates that high motivation and positive attitudes towards learning occur when students feel in control of their own learning, place a high value on what they are studying, can regulate their anxiety, and recover from setbacks. While asking students questions about these issues is useful, there is a more direct way to study them - by measuring students' physical responses in real time. A unique element of this study is that in addition to surveys, the investigators will monitor students' body stress responses through sweat and saliva to capture students' anxiety during an exam. The intellectual merit of this ECR project is to broaden understanding of factors related to success using physical signs that a student cannot consciously control and of which they may not even be aware. The broader impacts of this research will come from integrating students' reported perceptions with their unconscious responses to better understand students' emotional and motivational responses to learning, especially those of underrepresented students, who face even greater challenges. This ECR project will support innovative learning environments that promote student success and entrance into the workforce.More specifically, the intellectual merit of this project is to extend theories of motivation and emotion by integrating physiological responses of students with more traditional measures to better predict student beliefs and behaviors, as well as performance on accepted metrics of success in engineering programs. In addition to surveys, we will use physiological markers based on sweat on the skin (electrodermal activity) and saliva (particularly hormonal markers) to capture students' emotion and anxiety during an authentic exam setting associated with a foundational engineering course. The project will also be integrative in drawing upon theoretical and practical knowledge from engineering education, psychology, physiology, and the learning sciences. It will also broaden understanding of factors related to student emotion, motivation and self-regulation using physical signals that a student cannot self-report as they cannot consciously control and may not even be aware of. The broader impact will come from applying these findings to improving student outcomes, especially those of underrepresented students, who are trying to succeed in an especially challenging environment.

强大的工程劳动力对于维持动态和创新的美国经济至关重要。工程课程提出了巨大的挑战，包括激励学生的需求以及学生对学习的积极态度。先前的研究表明，当学生感到自己学习自己的学习，对他们正在学习的内容，可以调节焦虑并从挫折中恢复过来时，就会对学习的高动力和积极的学习态度。在询问学生有关这些问题的问题的同时，有一种更直接的方法来研究它们 - 通过实时衡量学生的身体反应。这项研究的一个独特元素是，除了调查外，研究人员还将通过汗水和唾液来监测学生的身体压力反应，以在考试中捕捉学生的焦虑。该ECR项目的智力优点是，使用学生无法自觉控制的身体迹象，扩大对成功的因素的理解，甚至可能不知道这些因素。这项研究的更广泛的影响将来自将学生报告的看法与他们的无意识的反应整合在一起，以更好地了解学生对学习的情感和动机反应，尤其是那些面临更大挑战的代表性不足的学生。该ECR项目将支持创新的学习环境，从而促进学生的成功并进入劳动力。更具体地说，该项目的智力优点是通过将学生的生理反应整合到更传统的措施中，以更好地预测学生的信念和行为，以及在工程课程中获得成功的指标来扩展动机和情感理论。除了调查外，我们还将使用基于皮肤的汗水（电动活动）和唾液（尤其是荷尔蒙标记）的生理标记来捕捉与基础工程课程相关的真实考试环境中学生的情绪和焦虑。该项目还将在借鉴工程教育，心理学，生理学和学习科学的理论和实践知识方面具有综合性。它还将扩大对与学生情感，动机和自我调节有关的因素的理解，使用学生无法自我报告，因为他们无法自觉地控制，甚至可能不知道。将这些发现应用于改善学生的成绩，尤其是代表不足的学生的结果，他们试图在一个特别具有挑战性的环境中取得成功。

项目成果

期刊论文数量（15）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

How multi-modal approaches support engineering and computing education research

多模式方法如何支持工程和计算教育研究

DOI：
10.1080/22054952.2023.2274513
发表时间：
2023
期刊：
Australasian Journal of Engineering Education
影响因子：
0
作者：
Villanueva Alarcón, Idalis;Anwar, Saira;Atiq, Zahra
通讯作者：
Atiq, Zahra

If I Value the Test Do I Feel More or Less Emotion? Exploration of Value and Emotions

如果我重视测试，我会感到更多还是更少的情绪？

DOI：
发表时间：
2018
期刊：
International Conference on Motivation
影响因子：
0
作者：
Husman, J.;Lampkins, S.;Villanueva, I.;Christensen, D.;Vicioso, P.;Youmans, K.
通讯作者：
Youmans, K.

Connecting to the future, feeling better in the present: academic achievement emotions, future oriented value, and arousal

连接未来，在当下感觉更好：学业成就情绪、面向未来的价值和唤醒

DOI：
发表时间：
2019
期刊：
American Educational Research Association
影响因子：
0
作者：
Husman, J.;Graham, M.C.;Villanueva, I.;Christensen, D.;Youmans, K.;Wright, R.;Bermudez, B.
通讯作者：
Bermudez, B.

The dynamic experience of taking an examination: Ever changing cortisol and expectancy for success

考试的动态体验：不断变化的皮质醇和对成功的期望