نوع مقاله : مقاله پژوهشی
نویسنده
دانشکدۀ هنر و معماری، دانشگاه آزاد اسلامی، واحد همدان، همدان، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Background and objectives: Among the new theories in architecture education is that of constructivist approach. This learning approach emphasises the activeness of the learner in building knowledge and understanding. Based on the principles of modern education, the learner must be self-directed, and this seems necessary in architecture education as well. On the other hand, design courses in architecture need a wide range of information, skills, and competences. In the profession of architecture and especially during the design process, it is necessary for the student to be aware of the learning process. In the new way of learning, the tutor plays a role of a guide and facilitator for the student to face complex issues (such as design), and the student also tries to research, collect information, and reflect to achieve the right solution. In other words, self-regulated learners will design better. Since cognition and self-regulation are under-discussed in engineering education, and also due to complexities of the application of self-regulated learning in design, the present research investigates self-regulated learning in an architectural design studio with regard to its motivational and cognitive components. Little has been done so far about problem-solving styles and motivational beliefs to predict students’ self-regulation in architectural design studios, and hence the need to identify factors related to the design process in a context of increasing emphasis on design capabilities.
Methods: The current research is correlational. The statistical population of this research was 398 undergraduate students of architecture at Hamedan Azad University in the academic year of 2019-2019, and a sample of 150 was selected using the available method. According to Morgan’s table, 196 sample people were needed. In order to select the sample, all undergraduate students of architecture were invited to participate in the research, and among them 178 people agreed to participate in the research, 28 of the questionnaires were incomplete and were excluded from the research, and 150 were included in the statistical analysis.
Results and conclusion: Research results showed that adaptive problem solving strategies and motivational beliefs can predict self-regulation in learning. This means that there is a direct and significant relationship between the student’s use of adaptive problem solving strategies and self-regulation in learning. But incompatible problem solving strategies can negatively predict self-regulation in learning. Students who use adaptive problem solving styles are better able to create order in their learning. Also, other results of the research showed that there is a relationship between motivational belief and self-regulation in learning, but it is not related to the student’s emotional reactions to the design assignment (emotional component). Based on these results, it can be concluded that motivational beliefs suggest a general cognitive-social pattern of motivation. Student’s belief about doing the design assignment (expectation component), student’s belief about the interest and importance of a design assignment (value component) can predict self-regulation in student learning.
کلیدواژهها [English]
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