2025 ASEE Annual Conference & Exposition

This research investigates the intricate relationship between undergraduate students' task-related knowledge and self-regulation strategies during problem-solving, resulting in a conceptual framework that illustrates the simultaneous use of metacognitive knowledge about tasks (MKT) and self-regulation (SR). The study was conducted in two second-year engineering mathematics courses—Engineering Statics and Ordinary Differential Equations—with a sample of 20 students (7 females, 13 males; 11 from mathematics and 9 from engineering).

Through a combination of pre- and post-problem-solving interviews and think-aloud protocols, the study examined participants’ problem-solving processes in real time. Each student tackled two problems of varying difficulty, generating 40 problem-solving sessions. The central research question focused on how the interplay between students’ metacognitive awareness and self-regulatory strategies affects their performance.

The pre-solution interviews provided insights into participants’ task comprehension and confidence, while think-aloud protocols highlighted their self-regulation tactics in action. Post-solution interviews offered reflections on their problem-solving experiences. Additionally, participants' problem solutions were evaluated by course instructors and graduate students with subject matter expertise.

Through qualitative analysis, seven distinct problem-solving episodes were identified, each demonstrating a unique way in which students’ metacognitive understanding and self-regulation intersected to impact task outcomes. These findings emphasize the importance of both cognitive and self-regulatory factors in problem-solving, offering valuable insights for improving instructional practices. The study concludes by discussing the broader implications for teaching strategies and student learning.