Investigation of middle school students' goal-driven agency use in the process of engineering design
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This dissertation focuses on the critical task of preparing middle school students for future design and engineering careers, recognizing the pivotal role that engineering design projects play in this process. By engaging students in an engineering design project within a formal classroom setting, this study aimed to investigate goal-driven agency among participants. The research examined various aspects of student involvement, such as their ability to identify and define project goals, contribute meaningfully to decision-making, adapt strategies when facing challenges, demonstrate ownership of their work, engage in critical self-reflection, and navigate group dynamics. Through this exploration, the study sought to shed light on the pathways through which students develop the necessary skills and mindset for success in future engineering endeavors. Grounded in a theoretical framework from social cognitive theory, this research investigated the performance of five teams (n=15), each comprised of three students, throughout a hands-on engineering design team project. The framework, incorporating concepts such as self-efficacy, self-regulation, and self-reflection, connected goal-driven agency with the engineering design process. By exploring how these teams tackle challenges, set goals, and reflect on their progress, this study uncovers how individual students demonstrate goal-driven agency during an engineering design project. This in-depth qualitative study examined both team performance and individual student contributions by analyzing data gathered from students' design outcomes, interviews, and observations. Results indicate varying levels of goal-driven agency among participants, influenced by their self-efficacy beliefs, ability to regulate their learning process, and capacity for reflective practice. While some students demonstrated high levels of confidence, proactive problem-solving skills, and effective collaboration, others struggled with articulating goals, aligning actions with objectives, and engaging in critical self-reflection. The findings provide valuable insights into the complexities of student engagement and learning in engineering design education. Recommendations for pedagogical strategies and interventions are discussed to enhance students' goal-driven agency and promote effective collaboration and problem-solving skills in future engineering design projects. Overall, this dissertation contributes to the ongoing discourse on student-centered approaches to engineering education and the cultivation of foundational skills for future careers.
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Ph. D.