AZ 1902 FINAL REVISED

Table 8. Representative quotations in studio theme: external factors to which industrial
design students are exposed.
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managing information were examined.
Representative quotations are
presented in Table 8.
The students’ descriptions suggest
that high and low performers interact
with their peers differently. High
achievers enjoyed studying together
and commenting on other projects
motivated them. They liked spending
time in the studio. Low achievers preferred
to study individually – mostly
at home. They expressed feeling psychological
pressure when studying in
the studio and having low productivity
due to other students’ presence.
They were adversely affected by others’
achievements and relieved by the
failures of peers. Avoiding interaction
with peers indicates problems with
the regulation of behaviors such as
seeking help.
The descriptions about the feedback
(critiques) indicated variety
in the students’ self-efficacy beliefs.
High achievers mentioned that they
stayed motivated after harsh criticism,
which was more effective and helpful
than being praised or gently critiqued.
They learned the most from strong
criticism. Students emphasized the
value of asking for extra comments
from the other instructors. Conversely,
low achievers mentioned that they
were hesitant and avoided meeting the
instructors. They became demoralized
after harsh criticism and lost their
confidence. High achieving students
seemed to have greater self-efficacy
beliefs than underperformers.
In their third year, the design studio
provides students with more opportunities
for self-process time,
Differences in self-regulated learning strategies among industrial design students: A convergent
mixed-methods study