AN INVESTIGATION TO DETERMINE THE EFFECT OF EXTRACURRICULAR ACTIVITIES ON THE PERSONAL AND PROFESSIONAL DEVELOPMENT OF COLLEGE-LEVEL ENGINEERS: AN EXAMINATION OF ENGINEERING STUDENTS AT CHINESE PRIVATE COLLEGES

Abstract

The intention of this investigation was to examine the main features of engineering college students' participation in OA at one private institution in China using the Postsecondary Student Engagement Survey (PosSES 2.1), which had been translated and culturally adjusted for use in China. This article presents the findings from a survey that asked 283 senior engineering students about their personal engagement in the project and their opinions on its positive and negative aspects. The evidence suggests that participation at all levels may have a substantial influence on positive results. As a result of substantial differences in degree, hours, and kind of active involvement, engineering students' affective engagement varies widely. While students' emotional investment was unaffected by the number of OA they engaged in, the number of negative repercussions was considerably impacted. Furthermore, a strong correlation was found between emotional involvement and positive outcomes. These findings highlighted the benefits of involvement in OA and suggested that students of engineering, faculty members, and lawmakers should focus on the quality of OA interaction rather than the quantity. Furthermore, descriptive statistics are offered by the study based on the information participants shared on the elements that promote or discourage engagement outside of class. The existing Chinese literature mostly focuses on learning outcomes and student engagement. But this study proves that emotional involvement is a big element of engineering education's student engagement metrics, and it shows that open access participation is a practical way for engineering college students in China to progress.