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      Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

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          Abstract

          A growing number of studies indicate that self-regulated learning plays a significant role in students’ academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design studio education and examined its impact on students’ self-regulated learning strategies and design performance. Twenty six third-year industrial design students were tracked in a mixed-method research study conducted during a design studio course. Following the study, quantitative and qualitative data were collected from the students using self-report questionnaires and interviews. The jury grades of the students in the experimental group were compared with the grades of the students in the control group. Integrated data analysis indicated that activities for promoting self-regulated learning strategies such as goal-setting, self-monitoring, self-evaluation, self-efficacy, and seeking help and information in design studios can assist design students to improve their strategy use and design performance.

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          The qualitative content analysis process.

          This paper is a description of inductive and deductive content analysis. Content analysis is a method that may be used with either qualitative or quantitative data and in an inductive or deductive way. Qualitative content analysis is commonly used in nursing studies but little has been published on the analysis process and many research books generally only provide a short description of this method. When using content analysis, the aim was to build a model to describe the phenomenon in a conceptual form. Both inductive and deductive analysis processes are represented as three main phases: preparation, organizing and reporting. The preparation phase is similar in both approaches. The concepts are derived from the data in inductive content analysis. Deductive content analysis is used when the structure of analysis is operationalized on the basis of previous knowledge. Inductive content analysis is used in cases where there are no previous studies dealing with the phenomenon or when it is fragmented. A deductive approach is useful if the general aim was to test a previous theory in a different situation or to compare categories at different time periods.
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            Social Foundations of Thought and Action : A Social Cognitive Theory

            Presents a comprehensive theory of human motivation and action from a social-cognitive perspective. This insightful text addresses the prominent roles played by cognitive, vicarious, self-regulatory, and self-reflective processes in psychosocial functioning; emphasizes reciprocal causation through the interplay of cognitive, behavioral, and environmental factors; and systematically applies the basic principles of this theory to personal and social change.
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              Becoming a Self-Regulated Learner: An Overview

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                Author and article information

                Contributors
                aysunatesakdeniz@gmail.com
                Journal
                Int J Technol Des Educ
                Int J Technol Des Educ
                International Journal of Technology and Design Education
                Springer Netherlands (Dordrecht )
                0957-7572
                1573-1804
                1 December 2022
                : 1-35
                Affiliations
                GRID grid.10516.33, ISNI 0000 0001 2174 543X, Istanbul Technical University, ; Istanbul, Turkey
                Author information
                http://orcid.org/0000-0003-4351-6800
                Article
                9798
                10.1007/s10798-022-09798-3
                9713087
                8ac516bf-8e1e-4929-9f0b-2e3176b107c1
                © The Author(s), under exclusive licence to Springer Nature B.V. 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                : 25 November 2022
                Categories
                Article

                self-regulated learning,industrial design,design studio education,design learning,design performance

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