Abstract
This study examines the relationship between students' metacognitive awareness, academic goal orientations, and design course grades as a design learning criterion in design education and proposes improvements for future design education. Based on the view that metacognitive awareness and academic goal orientations are important in student's academic success, this study investigates whether there is a difference among students with different metacognitive awareness levels concerning their academic goal orientations and design course grades. The study was carried out with 84 undergraduate architecture students. Students were divided into two groups: students with high and low metacognitive awareness levels using the non-hierarchical cluster analysis method. Metacognitive Awareness Inventory and Academic Goal Orientation Questionnaire were used in the study. The results indicate that there is a statistically significant difference between the two groups, and it is a large effect size. Additionally, relationships between goal orientation, grades, and metacognitive awareness were determined.
Keywords
design education; design learning; metacognitive awareness; academic goal orientation
DOI
https://doi.org/10.21606/drs.2024.319
Citation
Yazici, G., and Dogan, F. (2024) An Inquiry into the Relationships Among Design Learning, Metacognitive Awareness, and Academic Goal Orientation, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.319
Creative Commons License
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Conference Track
Research Paper
Included in
An Inquiry into the Relationships Among Design Learning, Metacognitive Awareness, and Academic Goal Orientation
This study examines the relationship between students' metacognitive awareness, academic goal orientations, and design course grades as a design learning criterion in design education and proposes improvements for future design education. Based on the view that metacognitive awareness and academic goal orientations are important in student's academic success, this study investigates whether there is a difference among students with different metacognitive awareness levels concerning their academic goal orientations and design course grades. The study was carried out with 84 undergraduate architecture students. Students were divided into two groups: students with high and low metacognitive awareness levels using the non-hierarchical cluster analysis method. Metacognitive Awareness Inventory and Academic Goal Orientation Questionnaire were used in the study. The results indicate that there is a statistically significant difference between the two groups, and it is a large effect size. Additionally, relationships between goal orientation, grades, and metacognitive awareness were determined.