Student Outcomes Related to Academic Performance, Motivation, and Mental Health in an Online Materials and Energy Balances Course During the COVID-19 Pandemic

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DOI:

https://doi.org/10.18260/2-1-370.660-125278

Abstract

This study evaluates students’ outcomes in an online materials and energy balances course during the COVID-19 pandemic. Using multiple linear regression, we found that students’ competence and autonomy beliefs decreased across the semester, with a negative change in competence beliefs predicting higher grades for students, especially women. Also, we used path analysis to model the relationship between psychological distress, motivation, and final grades. These results give insight into how to support students during difficult circumstances.

Accessibility Summary:

In accordance with Title II regulations this content meets all points of exemption as Archived web content and/or Preexisting conventional electronic documents.

Author Biographies

AraOluwa Adaramola, Purdue Univeristy

AraOluwa Adaramola is a chemical engineering Ph.D. student at Purdue University. Her research focuses on engineering education, particularly how to support students during their transition into the chemical engineering discipline. Her research interests are motivation, problem-solving and self-regulation in engineering students. 

Allison Godwin, Purdue University

Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and of Chemical Engineering at Purdue University. She is also the Engineering Workforce Development Director for the Center for Innovative and Strategic Transformation of Alkane Resources. Her research focuses how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. 

Bryan Boudouris, Purdue University

Bryan Boudouris, Ph.D., is a Professor of Chemical Engineering and of Chemistry (by courtesy) at Purdue University. He is currently serving on an Intergovernmental Personnel Agency (IPA) assignment as a rotating Program Director at the NSF. His primary teaching responsibilities have focused on the introductory materials and energy balances course where he has collaborated on research projects to evaluate how the classroom environment, content delivery methods, student engagement, and motivation impact student learning in engineering courses

Cover for the Winter 2022 issue

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Published

2021-12-08

Issue

Vol. 56 No. 1 (2022): Winter 2022

Section

Manuscripts