TU Darmstadt / ULB / TUbiblio

Self-regulated learning in mathematics tertiary education

Wehner, Franziska Dorothea (2019):
Self-regulated learning in mathematics tertiary education.
Darmstadt, Technische Universität, [Online-Edition: https://tuprints.ulb.tu-darmstadt.de/8446],
[Ph.D. Thesis]

Abstract

A high number of engineering graduates is desirable both from the individual students’ views as well as from an economic and societal view. However, on their way to graduation, engineering students encounter a variety of challenges. One of them are mathematics courses, which are a typical and often obligatory part of engineering degree programs in Germany and other countries. Many of the explanations which have been provided for students’ difficulties in mathematics courses can be subsumed under the umbrella term of self-regulated learning. Although self-regulated learning is an intensively researched field, the literature base has several important limitations which impede the application of this knowledge to improve mathematics tertiary education. This dissertation wants to overcome these limitations and thus contribute to enhance the success of (engineering) students in mathematics tertiary education. In the first study, a systematic review of research in the field of self-regulated learning in mathematics tertiary education in this millennium was conducted. Several databases containing both psychological as well as mathematics research were systematically searched. In addition, exploratory searches were conducted. After applying a two-tier screening procedure to the references identified, 28 articles remained as the final sample. Coding articles using a standardized coding sheet allowed to describe the literature base regarding research topics addressed, theories used as a basis for research or argumentation, definitions provided and aspects of self-regulated learning focused on, research design and measurement instruments used, as well as groups targeted by the research. Based on this, conclusions regarding the nature and correlates of self-regulated learning in mathematics tertiary education as well as possibilities to support it could be drawn. In the second study, semi-structured interviews with engineering students enrolled in a mathematics course at a German university of technology were conducted. The final sample included 27 students. Anonymized transcripts were coded and analyzed using a deductive-inductive process. This allowed to identify important (meta-)cognitive and resource management strategies students used in mathematics courses. Reasons for (non-)use, way and frequency of use as well as perceived helpfulness could be explored for several learning offers. In addition, various goals students pursued in mathematics courses could be identified. Furthermore, for all the aspects mentioned, changes over the course of studying as perceived by students were explored. Beyond this, the attributions students made for their results in mathematics exams and the amount of time they spent studying for mathematics courses could be extracted from the transcripts as well. Overall, the study thus yielded an extensive description of (meta-)cognitive, motivational and behavioral aspects of self-regulated learning of engineering students in mathematics tertiary education. To summarize, the current dissertation provides important insights into self-regulated learning in mathematics tertiary education in general and that of engineering students in particular. Thus, it provides a valuable foundation for future research and the development of optimal support for students as they make their way through higher education in general and mathematics courses in particular.

Item Type: Ph.D. Thesis
Erschienen: 2019
Creators: Wehner, Franziska Dorothea
Title: Self-regulated learning in mathematics tertiary education
Language: English
Abstract:

A high number of engineering graduates is desirable both from the individual students’ views as well as from an economic and societal view. However, on their way to graduation, engineering students encounter a variety of challenges. One of them are mathematics courses, which are a typical and often obligatory part of engineering degree programs in Germany and other countries. Many of the explanations which have been provided for students’ difficulties in mathematics courses can be subsumed under the umbrella term of self-regulated learning. Although self-regulated learning is an intensively researched field, the literature base has several important limitations which impede the application of this knowledge to improve mathematics tertiary education. This dissertation wants to overcome these limitations and thus contribute to enhance the success of (engineering) students in mathematics tertiary education. In the first study, a systematic review of research in the field of self-regulated learning in mathematics tertiary education in this millennium was conducted. Several databases containing both psychological as well as mathematics research were systematically searched. In addition, exploratory searches were conducted. After applying a two-tier screening procedure to the references identified, 28 articles remained as the final sample. Coding articles using a standardized coding sheet allowed to describe the literature base regarding research topics addressed, theories used as a basis for research or argumentation, definitions provided and aspects of self-regulated learning focused on, research design and measurement instruments used, as well as groups targeted by the research. Based on this, conclusions regarding the nature and correlates of self-regulated learning in mathematics tertiary education as well as possibilities to support it could be drawn. In the second study, semi-structured interviews with engineering students enrolled in a mathematics course at a German university of technology were conducted. The final sample included 27 students. Anonymized transcripts were coded and analyzed using a deductive-inductive process. This allowed to identify important (meta-)cognitive and resource management strategies students used in mathematics courses. Reasons for (non-)use, way and frequency of use as well as perceived helpfulness could be explored for several learning offers. In addition, various goals students pursued in mathematics courses could be identified. Furthermore, for all the aspects mentioned, changes over the course of studying as perceived by students were explored. Beyond this, the attributions students made for their results in mathematics exams and the amount of time they spent studying for mathematics courses could be extracted from the transcripts as well. Overall, the study thus yielded an extensive description of (meta-)cognitive, motivational and behavioral aspects of self-regulated learning of engineering students in mathematics tertiary education. To summarize, the current dissertation provides important insights into self-regulated learning in mathematics tertiary education in general and that of engineering students in particular. Thus, it provides a valuable foundation for future research and the development of optimal support for students as they make their way through higher education in general and mathematics courses in particular.

Place of Publication: Darmstadt
Divisions: 03 Department of Human Sciences
03 Department of Human Sciences > Institute for Psychology
Date Deposited: 03 Mar 2019 20:55
Official URL: https://tuprints.ulb.tu-darmstadt.de/8446
URN: urn:nbn:de:tuda-tuprints-84467
Referees: Vogt, Prof. Dr. Joachim and Spinath, Prof. Dr. Birgit
Refereed / Verteidigung / mdl. Prüfung: 17 January 2019
Alternative Abstract:
Alternative abstract Language
Eine hohe Anzahl an Absolventinnen und Absolventen von Ingenieurstudiengängen ist sowohl aus Sicht der einzelnen Studierenden als auch aus ökonomischer und gesellschaftlicher Sicht erstrebenswert. Jedoch sehen sich Ingenieurstudierende während ihres Studiums mit einer Reihe von Herausforderungen konfrontiert, darunter auch Mathematik-Lehrveranstaltungen, die nicht nur in Deutschland ein typischer und oftmals verpflichtender Bestandteil von Ingenieurstudiengängen sind. Viele der Erklärungen für die Schwierigkeiten Studierender in Mathematik-Lehrveranstaltungen können unter dem Oberbegriff des selbstregulierten Lernens zusammengefasst werden. Obwohl die Forschung im Bereich des selbstregulierten Lernens sehr umfangreich ist, weißt sie dennoch entscheidende Lücken auf, welche die Nutzung des entsprechenden Wissens zur Verbesserung der Mathematik-Hochschullehre erschweren. Die vorliegende Dissertation möchte dazu beitragen, diese Lücken zu schließen und den Studienerfolg von (Ingenieur-)Studierenden in der Mathematik-Hochschullehre zu fördern. In der ersten Studie wurde ein systematisches Review der Forschungsliteratur zum Thema selbstreguliertes Lernen in der Mathematik-Hochschullehre im aktuellen Jahrtausend durchgeführt. Mehrere Datenbanken, die sowohl psychologische als auch mathematische Forschung abdeckten, wurden systematisch durchsucht. Zudem wurden explorative Suchstrategien angewendet. Nach Anwendung eines zweistufigen Selektionsprozesses konnten so 28 relevante Publikationen identifiziert werden. Die Publikationen wurden mit Hilfe eines standardisierten Kategoriensystems kodiert. Dies ermöglichte es, die vorhandene Literatur im Hinblick auf adressierte Forschungsthemen, zugrunde gelegte Theorien, verwendete Definitionen und fokussierte Aspekte von selbstreguliertem Lernen, genutzte Studiendesigns und Messinstrumente sowie Zielgruppen zu beschreiben. Auf dieser Grundlage konnten dann Schlüsse hinsichtlich der Charakteristika und Korrelate von selbstreguliertem Lernen in der Mathematik-Hochschullehre sowie hinsichtlich Möglichkeiten, dieses zu fördern, gezogen werden. In der zweiten Studie wurden teilstrukturierte Interviews mit Ingenieurstudierenden, die an einer Mathematik-Lehrveranstaltung einer deutschen Technischen Universität teilnahmen, geführt. Die finale Stichprobe beinhaltete 27 Studierende. Die anonymisierten Transkripte wurden deduktiv-induktiv kodiert und ausgewertet. So konnten wichtige (meta-)kognitive und ressourcenbezogene Strategien identifiziert werden, welche die Studierenden in Mathematik-Lehrveranstaltungen nutzten. Für mehrere Lernangebote wurden Gründe für die (Nicht-)Nutzung, Art und Häufigkeit der Nutzung und wahrgenommene Nützlichkeit herausgearbeitet. Zudem konnten verschiedene Ziele der Studierenden in Mathematik-Lehrveranstaltungen identifiziert werden. Für alle genannten Aspekte wurden auch selbstwahrgenommene Veränderungen im Laufe des Studiums erforscht. Darüber hinaus wurden Attributionen für Klausurergebnisse und die aufgewendete Lernzeit für Mathematik-Lehrveranstaltungen herausgearbeitet. Insgesamt ergab die Studie somit eine umfangreiche Beschreibung des selbstregulierten Lernens Ingenieurstudierender in der Mathematik-Hochschullehre in (meta-)kognitiver, motivationaler und behavioraler Hinsicht. Zusammenfassend bietet die vorliegende Dissertation wichtige Einblicke in selbstreguliertes Lernen im Hochschulkontext im Allgemeinen und dem von Ingenieurstudierenden im Besonderen. Damit bietet sie eine wertvolle Grundlage für weitere Forschung und die Entwicklung von optimalen Unterstützungsmöglichkeiten für Studierende auf ihrem Weg durch ein Hochschulstudium allgemein und Mathematik-Lehrveranstaltungen im Besonderen.German
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