Engineering student attitudes towards modelling practices in the automation laboratory
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https://doi.org/10.17979/arec.2026.10.1.12804Abstract
This study analyses the attitudes of 108 engineering students towards modelling practices in the automation laboratory. Two Likert-type questionnaires were applied: one on perceptions and beliefs, and the second on emotions. The results show a generally positive response to modelling practices, especially regarding perceived learning achievement, although limitations were identified in relation to perceived usefulness, individualized feedback, and team work. Self-efficacy levels were moderate, and emotions were generally positive, though with room for improvement in relation to surprise and enthusiasm. Gender differences were slight, though point to the need to strengthen emotional support and mentorship for women. Overall, the results indicate a satisfactory educational experience, but with room for improvement in relation to cooperation, teacher guidance, and practical connections between content.
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