Four decades of research have shown that misconceptions about foundational scientific concepts inhibit students from grasping more advanced science or engineering concepts. Several studies have documented students' difficulties acquiring an accurate conceptual understanding of various engineering concepts. Despite getting multiple exposures to high school and college-level physics, many engineering students fail to accurately understand the foundational concepts they need to master electric circuit analysis adequately. Rather, perennial misconceptions about electrical concepts persist and show up when they come into higher-level electrical engineering courses – when they complete their electrical circuit and foundational electrical engineering courses with excellent grades. Research has copiously shown that conventional instructional approaches do not sufficiently help students to identify, acknowledge, and remediate their most ingrained misconceptions. My research utilized quantitative methodologies to explore the effect of generative learning strategies on conceptual change learning in electric circuits. Furthermore, I explore a model that examines cognitive and non-cognitive factors' predictive and mediational roles in knowledge revision. Findings show the critical role of incorporating metacognitive self-regulation, situational interest, and student engagement factors into conceptual change model.