Abstract

This study explored the relative effectiveness of generic versus specific reflection prompts on engineering students’ academic performance and engagement with four scales (i.e., behavioral, emotional, social, cognitive). The sample consisted of 208 engineering students in two sections of a required first-year engineering course. By using a quasi-experimental research design in classroom settings, students in the specific and generic reflection prompt conditions were compared based on exams, project scores, and problem sets. Additionally, the role of reflection prompts in students’ behavioral, emotional, social, and cognitive engagements was investigated across conditions by using pre- and post-surveys administered at the beginning and end of the semester. Students in both conditions were asked to submit a total of 52 reflections during an academic semester. Results showed that students in the specific prompts condition performed significantly better on exams, total project score, and two problem sets than students in the generic prompts condition. In terms of engagement, results showed there was a significant decrease in behavioral, emotional, and cognitive scales for both conditions. On the other hand, for the social scale, while there was a decrease for students in generic prompts condition, there was an increase for the ones in specific prompts condition.

摘要

本研究通过四个量表（即行为、情感、社会、认知）探讨了通用与特定反思提示对工科学生学业成绩和参与度的相对有效性。样本包括 208 名工科学生，他们分别参加了一年级工程必修课程的两个部分。通过在课堂环境中使用准实验研究设计，基于考试、项目分数和问题集比较了特定和通用反思提示条件下的学生。此外，通过在学期开始和结束时进行的前后调查，跨条件调查了反思提示在学生的行为、情感、社交和认知参与中的作用。两种条件下的学生都被要求在一个学期内提交总共 52 篇反思。结果表明，特定提示条件下的学生在考试、项目总分和两个问题集上的表现明显优于一般提示条件下的学生。在参与度方面，结果显示两种情况下的行为、情感和认知量表均显着下降。另一方面，在社会规模上，一般提示条件下的学生有所下降，而特殊提示条件下的学生则有所增加。结果表明，两种情况下的行为、情绪和认知量表均显着下降。另一方面，在社会规模上，一般提示条件下的学生有所下降，而特殊提示条件下的学生则有所增加。结果表明，两种情况下的行为、情绪和认知量表均显着下降。另一方面，在社会规模上，一般提示条件下的学生有所下降，而特殊提示条件下的学生则有所增加。