Identifying effective psychological and academic variables in rapid construction of collaborative knowledge in critical situations (Case: Mechanical Engineering students of Yazd University)

Document Type : Original Article


1 Mechanical Engineer, Master of Educational Psychology, Yazd University, Yazd, Iran;

2 Assistant Professor, Department of Education, Yazd University, Yazd, Iran

3 Associate Professor, Department of Mechanic, Yazd University, Yazd, Iran

4 PhD student in Educational Psychology, Shahid Chamran University, Ahvaz, Iran


Objective: The purpose of the research was to identify the effect of psychological variables on the rapid construction of collaborative knowledge in critical situations.
Methods: The research method was descriptive and its type was comparative- causal. Eight teams of mechanical engineering students voluntarily participated in the race to overcome time, which was designed by the professors of the mechanical engineering department of Yazd University. On the day of the competition, the students were faced with a sudden problem (building an inflatable boat to carry a kilo of cargo in the shortest time and the longest distance). Specified equipment was provided equally to the teams.  Five hours after the competition the results were announced,  3 groups were named as successful and  other groups were named as unsuccessful. After the completion of the construction time and judging by the professors, three groups were introduced as successful and five groups as unsuccessful.
Results: Statistically significant findings show that the academic average of the successful groups was significantly higher than the unsuccessful groups, but no significant difference was seen in the variables of epistemological beliefs, learning approaches, tendency to critical thinking and emotional intelligence between the successful and unsuccessful groups.
Conclusion: The results showed that the participants who have developed epistemological beliefs, use the strategic learning approach more, have an average tendency towards critical thinking and average emotional intelligence.



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