Assessing the impact of digital education and the role of the big data analytics course to enhance the skills and employability of engineering students.

This study aims to explore the role of digital education in the development of skills and employability for engineering students through researching the role of big data analytics courses. The empirical study proposes the hypothesis that both soft and hard skills have positive effects on human capital, individual attributes, and the career development dimensions of engineering students. This is achieved through constructing a framework of three dimensions of engineering students' employability and two competency development dimensions of big data analytics courses. A questionnaire survey was conducted with 155 college engineering students and a structural equation model (SEM) was used to test the hypotheses. The results found that courses on big data analytics have a positive impact on engineering students' abilities in both hard skills (p < 0.01) and soft skills (p < 0.001) dimensions, while soft skills have a more significant impact on engineering students' employability. The study has practical and theoretical implications that further enriches the knowledge base on engineering education and broadens our understanding of the role of digitalization in enhancing the skills and employability of engineering students.

The Moderating Effect of Learning Experience on Learning Motivation and Learning Outcomes of International Students.

With the increasing level of internationalization in higher education, the number of international students in mainland China is rapidly increasing. However, limited research has considered that student results may be affected by a reduced motivation to learn. Therefore, the aim of this research is to explore the effect of the learning motivation on the learning outcomes of international students and the moderating role of learning experience. A sample of 130 international students from 23 countries studying in mainland China was analyzed. The study found a significant correlation between the learning motivations and international students' learning outcomes. It was also determined that learning experience has significantly enhances the relationship between learning motivation and the learning outcomes of international students. This study contributes to the higher education literature on learning motivation by students and learning outcomes.

Understanding the role of peer pressure on engineering students' learning behavior: A TPB perspective.

Introduction: With the advent of the digital age, the gradually increasing demands of the engineering job market make it inevitable that engineering students face the pressures that arise from academic life with their peers. To address this issue, this study aims to explore the influence of engineering students' peer pressure on learning behavior based on the theory of planned behavior (TPB). Methods: In addition to attitudes, subjective norms, and perceived behavioral controls inherent in TPB, two new dimensions-gender difference and peer academic ability-were incorporated to construct a framework of the dimensions of peer pressure as affecting engineering students as well as an expanded model of TPB. A questionnaire survey was conducted with 160 college engineering students and a structural equation model (SEM) was used to test the hypotheses. Results: The result showed that positive peer pressure can increase engineering students' learning intention and thus promote learning behavior. It was also determined that the TPB model can effectively explain the effect of peer pressure on learning behavior, in addition to expanding and reshaping the relationship between the attitudinal dimension in the TPB model. Discussion: From the results, it is clear that positive attitudes toward learning can trigger positive peer pressure. Good group norms can induce peer pressure through rewards and punishments as a way to motivate students' learning intention and learning behaviors. When peer pressure is perceived, students mobilize positive emotions toward learning. Meanwhile, both male and female engineering students are also significantly motivated by high peer achievement, and high-performing female students motivate their male peers, which leads to higher graduation rates.

Corrigendum: The moderating effect of learning experience on learning motivation and learning outcomes of international students.

[This corrects the article DOI: 10.3389/fpsyg.2022.913982.].

The Effect of Nano-Particles and Water Glass on the Water Stability of Magnesium Phosphate Cement Based Mortar.

This paper experimentally presented the water stability of magnesium phosphate cement (MPC) modified by nano-Al2O3 (NA), nano-Fe2O3 (NF) and water glass (WG). The optimal addition of 6% NA, 2% NF and 1% WG significantly improved the water stability of MPC mortar by 86%, 101% and 96% after 28 days of water immersion, respectively. X-Ray Diffraction (XRD) and Scanning Electron Microscope (SEM) were used to analyze the water stability of MPC modified by NA, NF and WG. The results of the micrograph and composition analysis revealed that the proper amount of NA, NF or WG could fill the micro pores and improve the hydration of interior structures of MPC mortar. Thus, the microstructural compactness was satisfied to keep a good water stability of MPC mortar.