Datum
2021-02-06Schlagwort
510 Mathematik 620 Ingenieurwissenschaften IngenieurstudentMathematikDisposition <Psychologie>UnterstützungStudiumMetadata
Zur Langanzeige
Aufsatz
This study was funded by the Hessen State Ministry for Higher Education, Research and the Arts.
Investigating Motivational and Cognitive Factors which Impact the Success of Engineering Students
Zusammenfassung
Engineering students particularly struggle with mathematics in the first year of their university studies. A result of these difficulties are high drop-out rates among the engineering students. There are various measures to support the students in their studies such as preparatory courses or bridging courses. The contribution of this research is to investigate the impact of certain factors on engineering students’ success in their first year of studies in a supportive environment which includes a preparatory course, tutorials, a bridging course and a drop-in centre. First, we ask how the students’ use of support measures impact the students’ success. Second, we clarify which affective, motivational and cognitive factors affect the students’ success in mathematics. Our further aim is to investigate the relationships between the factors that impact students’ success. We consider potential factors during the first year of studies. Our results suggest that particularly students’ mathematical abilities before the first semester and a support in tutorials during the first semester account for students’ success in the final exams in the first year of engineering studies.
Zitierform
In: International Journal of Research in Undergraduate Mathematics Education Volume 7 / Issue 3 (2021-02-06) , S. 417-437 ; eissn:2198-9753Förderhinweis
Gefördert im Rahmen des Projekts DEALThis study was funded by the Hessen State Ministry for Higher Education, Research and the Arts.
Zitieren
@article{doi:10.17170/kobra-202110084860,
author={Eichler, Andreas and Gradwohl, Julia},
title={Investigating Motivational and Cognitive Factors which Impact the Success of Engineering Students},
journal={International Journal of Research in Undergraduate Mathematics Education},
year={2021}
}
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2021-11-08T16:29:27Z 2021-11-08T16:29:27Z 2021-02-06 doi:10.17170/kobra-202110084860 http://hdl.handle.net/123456789/13371 Gefördert im Rahmen des Projekts DEAL This study was funded by the Hessen State Ministry for Higher Education, Research and the Arts. eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ engineering students mathematics affective dispositions cognitive dispositions support measures supply-use model 510 620 Investigating Motivational and Cognitive Factors which Impact the Success of Engineering Students Aufsatz Engineering students particularly struggle with mathematics in the first year of their university studies. A result of these difficulties are high drop-out rates among the engineering students. There are various measures to support the students in their studies such as preparatory courses or bridging courses. The contribution of this research is to investigate the impact of certain factors on engineering students’ success in their first year of studies in a supportive environment which includes a preparatory course, tutorials, a bridging course and a drop-in centre. First, we ask how the students’ use of support measures impact the students’ success. Second, we clarify which affective, motivational and cognitive factors affect the students’ success in mathematics. Our further aim is to investigate the relationships between the factors that impact students’ success. We consider potential factors during the first year of studies. Our results suggest that particularly students’ mathematical abilities before the first semester and a support in tutorials during the first semester account for students’ success in the final exams in the first year of engineering studies. open access Eichler, Andreas Gradwohl, Julia doi:10.1007/s40753-020-00127-4 Ingenieurstudent Mathematik Disposition <Psychologie> Unterstützung Studium publishedVersion eissn:2198-9753 issn:2198-9745 Issue 3 International Journal of Research in Undergraduate Mathematics Education 417-437 Volume 7 false
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