Engineering students' definitions of and responses to self-directed learning

International Journal of Engineering Education

Volumn 26, Issue 4, 2010, Pages 900-913

  Stolk, Jonathan ^a   Martello, Robert ^a   Somerville, Mark ^a   Geddes, John ^a  

^a FRANKLIN W OLIN COLLEGE OF ENGINEERING   (United States)

Author keywords

Lifelong learning; Self determination; Self directed learning; Self regulated learning; Student autonomy

Indexed keywords

EID: 77956451391     PISSN: 0949149X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (43)

1. C. R. Rogers, Freedom to Learn: A View of What Education Might Become, Merrill, Columbus, OH, 1969.
2. A. H. Maslow, The Need for Creative People, The Farther Reaches of Human Nature, Penguin, New York, 1971.
3. National Research Council's Board on Engineering Education, Engineering Education: Designing an Adaptive System, National Academy Press, Washington, D. C., 1995.
4. National Academy of Engineering, The Engineer of 2020: Visions of Engineering in the New Century, National Academies Press, Washington, D. C., 2004.
5. National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, National Academies Press, Washington, D. C., 2005.
6. ASEE Deans Council and Corporate Roundtable, The Green Report: Engineering Education for a Changing World, SEE, Washington, D. C., 1994.
7. I. C. Peden, E. W. Ernst and J. W. Prados, Systemic Engineering Education Reform: An Action Agenda, NSF, Washington, D. C., 1995.
8. Criteria for Accrediting Engineering Programs, ABET Engineering Accreditation Commission, 2005.
9. A. J. Cropley, Lifelong Education: Issues and Questions, In: A. J. Cropley (ed.), Lifelong Education: A Stocktaking, p. 3, Pergamon Press/Unesco Institute for Education, Oxford/Hamburg, 1979.
10. P. Candy, Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice, Jossey-Bass, San Francisco, 1991.
11. R. Skager, Self-Directed Learning and Schooling: Identifying Pertinent Theories and Illustrative Research, Int. Rev. Educ., 25(4), 1979, pp. 517-543.
12. E. L. Deci and R. M. Ryan, The 'What' and 'Why' of Goal Pursuits: Human Needs and the Self-Determination of Behavior, Psychol. Inq., 11(4), 2000, pp. 227-268.
13. R. M. Ryan and E. L. Deci, Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, Am. Psychol., 55(1), 2000, pp. 68-78.
14. T. Garcia and P. R. Pintrich, The Effects of Autonomy on Motivation and Performance in the College Classroom, Contemp. Educ. Psychol., 21(4), 1996, pp. 477-486.
15. A. E. Black and E. L. Deci, The Effects of Instructors' Autonomy Support and Students' Autonomous Motivation on Learning Organic Chemistry: A Self-Determination Theory Perspective, Sci. Educ., 84(7), 2000, pp. 740-756.
16. K. A. Noels, R. Clement, and L. G. Pelletier, Perceptions of Teachers' Communicative Style and Students' Intrinsic and Extrinsic Motivation, Mod. Lang. J., 83(1), 1999, pp. 23-34.
17. C. R. Stefanou, K. C. Perencevich, M. DiCintio and J. C. Turner, Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership, Educ. Psychol., 39(2), 2004, 97-110.
18. A. Assor, H. Kaplan, and G. Roth, Choice is Good, but Relevance is Excellent: Autonomyenhancing and Suppressing Teacher Behaviours Predicting Students' Engagement in Schoolwork, Br. J. Educ. Psychol., 72(2), 2002, pp. 61-278.
19. E. L. Deci, R. J. Vallerand, L. G. Pelletier, and R. M. Ryan, Motivation and Education: The Self-Determination Perspective, Educ. Psychol., 26 (3 & 4), 1991. pp. 325-346.
20. B. J. Zimmerman, Attaining Self-Regulation: A Social Cognitive Perspective, In: M. Boekaerts, P. R. Pintrich and M. Zeidner (eds.), Handbook of Self-Regulation, pp. 13-39, Academic, San Diego, CA, 2000.
21. M. Boekaerts, P. R. Pintrich and M. Zeidner, Self-Regulation: An Introductory Overview, In: M. Boekaerts, P. R. Pintrich and M. Zeidner (eds.), Handbook of Self-Regulation, pp. 1-9, Academic, San Diego, CA, 2000.
22. B. J. Zimmerman, Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis, In: B. J. Zimmerman and D. H. Schunk (eds.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, 2nd edn, p. 1-37, Lawrence Erlbaum Associates, Mahwah, NJ, 2001.
23. P. R. Pintrich, The Role of Goal Orientation in Self-Regulated Learning, In: M. Boekaerts, P. R. Pintrich and M. Zeidner (eds.), Handbook of Self-Regulation, pp. 451-502, Academic, San Diego, CA, 2000.
24. P. R. Pintrich, A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students, Educ. Psychol. Rev., 16(4), 2004, pp. 385-407.
25. B. J. Zimmerman, Development of self-regulated learning: Which are the key subprocesses? Contemp. Educ. Psychol., 16, 1986, pp. 307-313.
26. P. R. Pintrich and E. V. De Groot, Motivational and Self-Regulated Learning Components of Classroom Academic Performance, J. Educ. Psychol., 82(1), 1990, pp. 33-40.
27. B. J. Zimmerman, A. Bandura and M. Martinez-Pons, Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting, Am. Educ. Res. J., 29(3), 1992, pp. 663-676.
28. G. Salomon and D. N. Perkins, Individual and Social Aspects of Learning, Rev. Res. Educ., 23, 1998, pp. 1-24.
29. D. K. Meyer and J. C. Turner, Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation, Educ. Psychol., 37(1), 2007, pp. 17-25.
30. B. J. Zimmerman, Self-Regulation Involves More Than Metacognition: A Social Cognitive Perspective, Educ. Psychol., 30(4), 1995, pp. 217-221.
31. S. W. VanderStoep, P. R. Pintrich and A. Fagerlin, Disciplinary Differences in Self-Regulated Learning in College Students, Contemp. Educ. Psychol., 21, 1996, pp. 345-362.
32. R. Pekrun, T. Goetz, W. Titz, and R. P. Perry, Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research, Educ. Psychol., 37(2), 2002, pp. 91-105.
33. K. R. Muis, The Role of Epistemic Beliefs in Self-Regulated Learning, Educ. Psychol., 42(3), 2007, pp. 173-190.
34. C. S. Carver and M. F. Scheier, On the Structure of Behavioral Self-Regulation, In: M. Boekaerts, P. R. Pintrich and M. Zeidner (eds.), Handbook of Self-Regulation, pp. 41-84, Academic, San Diego, CA, 2000.
35. S. L. Shapiro and G. E. Schwartz, The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness, In: M. Boekaerts, P. R. Pintrich, and M. Zeidner (eds.), Handbook of Self-Regulation, pp. 253-273, Academic, San Diego, CA, 2000.
36. B. J. Zimmerman, Self-Regulated Learning and Academic Achievement: An Overview, Educ. Psychol., 25, 1, 1990, pp. 3-17.
37. J. Pilling-Cormick, Transformative and Self-Directed Learning in Practice, New Directions for Adult and Continuing Education, 74, 1997, pp. 69-77.
38. M. Knowles, Self-Directed Learning: A Guide for Learners and Teachers, Association Press, Follett, Chicago (1975).
39. R. G. Brockett and R. Hiemstra, Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice, Routledge, New York (1991).
40. S. D. Brookfield, Self-Directed Learning: A Conceptual and Methodological Exploration, Studies in the Education of Adults, 17(1), 1985, pp. 19-32.
41. M. Vansteenkiste, W. Lens, and E. L. Deci, Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation, Educ. Psychol., 41(1), 2006, pp. 19-31.
42. L. S. Vygotsky, Mind in Society, Harvard University Press, Cambridge, MA, 1978, pp. 79-91.
43. D. I. Cordova, and M. R. Lepper, Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and Choice, J. Educ. Psychol., 88(4), 1996, pp. 715-730.