Abstract
The study investigated how students’ motivational strategies and epistemologies are related to study engagement. Participants were engineering students (n = 246) who attended a student-activating philosophy course in spring 2011. Regression analysis, cluster analysis and ANOVAs were used as statistical methods.The results in both variable-oriented and person-oriented analyses showed that study engagement was higher in those students who appreciated reflective learning, were optimistic, and did not avoid tasks. Three student groups were defined based on students’ motivational strategies and epistemologies. Groups were called cook-book students, theorists and reflective professionals. Theorists and reflective professionals experienced stronger study engagement than cook-book students. Students in these groups scored high on reflective learning and optimism and low on task avoidance.
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