{'fraction_non_alphanumeric': 0.02076777847702958, 'fraction_numerical': 0.004405286343612335, 'mean_word_length': 5.737288135593221, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Transforming challenges into reflections: Enabling metacognitive development

A capacity for self-directed learning (SDL) and lifelong learning is widely recognized as an important outcome for today's engineering graduates. Key to SDL is the development of self-reflection abilities, which enable students to critically evaluate learning tasks and contexts, to adjust and adapt their self-regulatory processes to new environments, and to maintain motivation and persistence in the face of difficulties. The purpose of this study is to explore how undergraduate engineering students engage with self-directed learning during their first two years of college. Grounded theory is used to analyze responses of 10 students to 12 surveys administered across two institutions over two years. Data reveal that student reflection on self-directed learning experiences is prompted by different factors. Moreover, we find that one of the more important factors in eliciting various levels of reflective practice is a set of challenges students face in learning environments. Specifically, the three types of challenges emerging from the data are those associated with (1) lack of cognitive freedom in course content, (2) perceived poor performance on traditional assessment, and (3) specific learning environments. Further analysis reveals that students reflect at different cognitive and metacognitive levels in different learning contexts. We argue that with proper pedagogical support, reflective practice can be encouraged in all educational contexts facilitating students' cognitive development.