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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Connecting for Success; The Impact of Student-to-Other Closeness on Performance in Large-Scale Engineering Classes
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Connecting for Success; The Impact of Student-to-Other Closeness on Performance in Large-Scale Engineering Classes

机译：连接成功;学生对大规模工程类别绩效的影响

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This research paper explores the relationship between ‘student-to-other’ closeness within a large-scale introductory engineering class and student performance as measured by final grade. Aron and Aron have developed the theory of self-expansion through their work on ‘including other in the self (IOS) and have shown that self-expansion can have many benefits including sharing of resources and greater self confidence. We call this ‘closeness,’ and have used Aron's scale to measure student closeness to ‘others’ in the engineering classroom - Professor, TA, Lab Group, Classroom and Friend. A total of 571 complete observations were obtained at three university locations among students enrolled in the local equivalent course, Introduction to Solid Mechanics or Statics. Classroom sizes varied from Large (～400 students) to Medium (125-150 students) to Small (75-90 students). Results show that closeness plays an important role in classroom performance, particularly in combination with mechanics self-efficacy (or personal confidence in your mechanics aptitude and ability). Closeness varied significantly among ‘other’ groups and by classroom size with closeness to Professor the lowest measure and declining pre-to-post over the academic term, in contrast to closeness to Friend being the highest measure and increased over the term. Closeness to the Teaching Assistant proved to be the single most important predictor of pre-to-post change in students' overall feeling of closeness in the classroom. Closeness did vary by classroom size with significantly more reported closeness within the Small classroom over the Large classroom. Closeness was also generally greater among ‘minority’ students - female, URM and First Generation College students. Mechanics self-efficacy was a robust predictor of grade performance and showed a strong and significant correlation with closeness. Structural equation modeling shows that closeness is one of four major predictors of grade performance, along with mechanics self-efficacy, personal qualities such as URM and First Generation College status and class size. Finally, empathy levels were a meaningful predictor of closeness as had been expected. Implications are discussed including suggestions for ways to improve closeness within engineering classes and future research opportunities.
机译：本研究论文探讨了在大型入门工程课程中的“学生与其他”近距离的关系，并按最终成绩衡量的学生表现。阿隆和阿隆已经开发自我膨胀的理论通过他们的工作对“包括在自（IOS）和其他已经表明，自我膨胀可以有很多好处，包括资源共享和更大的自信。我们称之为“近距离”，并使用了Aron的规模来衡量学生对工程教室的“其他人” - 教授，TA，实验室，教室和朋友。共有571名完全观察，在纳入本地等效课程的学生，介绍固体力学或静态的学生。教室尺寸从大型（〜400名学生）到中等（125-150名学生）到小型（75-90名学生）。结果表明，近距离在课堂性能方面发挥着重要作用，特别是与机械自我效能感（或您的机械障碍能力的个人信心）组合。亲密关系在“其他”群体中，课堂大小与教授的课堂大小相差，对学术期限的最低措施和张贴的最低措施，相反，与朋友的亲密关系是最高的措施，并在这个术语上增加。教学助理的亲密关系被证明是学生在课堂上的学生整体感觉的最重要变化最重要的预测因素。亲密度确实因教室规模而变化，在大课堂上的小课堂内的报告更加接近。 “少数民族的学生 - 女性，荨麻和第一代大学生”中，亲近也是更大的。力学自我效能是级别性能的强大预测因子，并与近距离呈现出强烈而显着的相关性。结构方程模型显示，亲近是等级性能四大预测之一，力学自我效能感以来，个人素质，如URM和第一代大学生的地位和阶​​级的大小。最后，移情水平是一个有意义的预测因子，如预期所遇到的。讨论了含义，包括提出改善工程课程和未来研究机会内的接近的方式的建议。

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