Developing an instrument to measure the cognitive-affective-conative profile of engineering students

Paimin, AN; Alias, M; Prpic, JK; Hadgraft, RG

Developing an instrument to measure the cognitive-affective-conative profile of engineering students

Paimin, AN Alias, M Prpic, JK Hadgraft, RG

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Publication Type:: Conference Proceeding
Citation:: Proceedings of the 2017 IEEE 9th International Conference on Engineering Education, IEEE ICEED 2017, 2017, 2018-January pp. 101 - 105
Issue Date:: 2017-07-01

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Field	Value	Language
dc.contributor.author	Paimin, AN	en_US
dc.contributor.author	Alias, M	en_US
dc.contributor.author	Prpic, JK	en_US
dc.contributor.author	Hadgraft, RG https://orcid.org/0000-0002-0480-7456	en_US
dc.date.issued	2017-07-01	en_US
dc.identifier.citation	Proceedings of the 2017 IEEE 9th International Conference on Engineering Education, IEEE ICEED 2017, 2017, 2018-January pp. 101 - 105	en_US
dc.identifier.isbn	9781467369558	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126491
dc.description.abstract	© 2017 IEEE. Learning strategies (cognition), emotion (affection) and conation are suggested as important elements of success for engineering students. Identifying student learning profile may help improve successful rate in engineering program. An instrument that can be used for reliably assessing the cognitive- affective-conative profile of students is needed. This paper report the development and initial testing of the questionnaire (CACQ). Quantitative procedures were used. The set of questionnaire was distributed to 207 final year engineering students after being reviewed by four experts. Each of the constructs reached a good reliability value. Strong and positive correlations were established between learning strategy, emotion, conation and achievement motivation measures. The strength of correlations between the constructs also provides an indicator to the unidimensionality of the constructs. This new questionnaire is a promising measure for assessing the cognitive, affective and conative profile of engineering students.	en_US
dc.relation.ispartof	Proceedings of the 2017 IEEE 9th International Conference on Engineering Education, IEEE ICEED 2017	en_US
dc.relation.isbasedon	10.1109/ICEED.2017.8251173	en_US
dc.title	Developing an instrument to measure the cognitive-affective-conative profile of engineering students	en_US
dc.type	Conference Proceeding
utslib.citation.volume	2018-January	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	2018-January	en_US

Abstract:

© 2017 IEEE. Learning strategies (cognition), emotion (affection) and conation are suggested as important elements of success for engineering students. Identifying student learning profile may help improve successful rate in engineering program. An instrument that can be used for reliably assessing the cognitive- affective-conative profile of students is needed. This paper report the development and initial testing of the questionnaire (CACQ). Quantitative procedures were used. The set of questionnaire was distributed to 207 final year engineering students after being reviewed by four experts. Each of the constructs reached a good reliability value. Strong and positive correlations were established between learning strategy, emotion, conation and achievement motivation measures. The strength of correlations between the constructs also provides an indicator to the unidimensionality of the constructs. This new questionnaire is a promising measure for assessing the cognitive, affective and conative profile of engineering students.

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http://hdl.handle.net/10453/126491