This dataset contains responses from 1167 undergraduate nursing and engineering students regarding their cognitive complexity, motivations to learn, and descriptions of their demographics.  The primary dissemination of results from this dataset can be found in McComb, SA and Kirkpatrick, JM (2016) Impact of pedagogical approaches on cognitive complexity and motivation to learn:  Comparing nursing and engineering undergraduate students, Nursing Outlook, 64:  37-48.

This research was funded in part by the National Science Foundation (NSF) grant number EEC-1240316 (PI: McComb, SA, Co-PI: Kirkpatrick, JM). The NSF did not have any involvement in the conduction of this research study beyond providing funding to support the endeavor.

Data collection tools used:

Moore, W.S. (1989). The learning environment preferences: An instrument manual. Retrieved from reflectivelpo3462.wikispaces.com/file/view/LEP+Manual2.doc.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Technical Report No. 91-B-004. The Regents of The University of Michigan.

Researchers should cite this work as follows:

• McComb, S. A.; Kirkpatrick, J. M. (2018). Questionnaire data describing undergraduate nursing and engineering students' cognitive complexity and motivations to learn. Purdue University Research Repository. doi:10.4231/R7319T42

  BibTex | EndNote

1. Cognitive Complexity
2. Motivation to Learn
3. Nursing
4. Nursing (Dept)
5. Survey
6. Undergraduate Education