Identity-Based Motivation: Connections between First-Year Students' Engineering Role Identities and Future-Time Perspectives
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| Title: | Identity-Based Motivation: Connections between First-Year Students' Engineering Role Identities and Future-Time Perspectives |
|---|---|
| Language: | English |
| Authors: | Godwin, Allison (ORCID |
| Source: | Journal of Engineering Education. Jul 2020 109(3):362-383. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Engineering Education and Centers (EEC) |
| Contract Number: | 1428523 1428689 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Freshmen, Engineering Education, Self Concept, Student Motivation, Time Perspective, Goal Orientation, Majors (Students), Career Choice |
| DOI: | 10.1002/jee.20324 |
| ISSN: | 1069-4730 |
| Abstract: | Background: Research in engineering education has highlighted the importance of identity and motivation for a number of student outcomes, including persistence. However, these constructs have often been studied separately, despite theorized and demonstrated connections between students' identity and motivation in other fields. Purpose/Hypothesis: Our study fills this gap by investigating the connections between identity and motivation. We specifically examined the connections between students' engineering role identity and future-time perspective (FTP; a theory of human motivation) theories to understand students' interest in choosing an engineering major after their first year, which we call continuing engineering major interest. Design/Methods: The data came from a questionnaire distributed during Fall 2015 (n = 2,879). Structural equation modeling was used to understand the connections between the latent factors of engineering role identity and FTP. We also examined the predictive validity of this model on students' continuing engineering major interest. Results: Our results show connections between students' engineering role identity and the domain-specific constructs of FTP. Identity was fully mediated by students' FTPs, and these perspectives were important for predicting continuing major interest. Engineering role identity measures explained a combined 69% of the variance in the FTP measures, and engineering role identity and FTP measures together explained 14.2% of the variance in engineering major interest. Conclusions: These findings provide empirical evidence for linking identity and motivation in studies of engineering students' career pathways. The results of this work inform how theories of identity and motivation can be used collectively in engineering education research. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1261206 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGCobKN6NBpq1aC_1OcLU9EAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFVORjwVt7MCJ9Q7FgIBEICBm5rli9maBi_Emrl257lq_shgtBl5f2uRuMiacHEYrElu93WObCU_UqZSvqWCPkH9KsBiWMl_nlnz85yVk3IaL7ExTiE0iJORuLjKD0MdA8e_DJ-9p4zmCBj29gGwwhTh2fVqgm00pjSflExZKCJQGKLh59idA0mC_iMST4wLVRZL3hNnP0szOOtsoUU18XCeGWEVzlv3lQH586R1 Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1261206 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Identity-Based Motivation: Connections between First-Year Students' Engineering Role Identities and Future-Time Perspectives – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Godwin%2C+Allison%22">Godwin, Allison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0741-3356">0000-0002-0741-3356</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kirn%2C+Adam%22">Kirn, Adam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6344-5072">0000-0001-6344-5072</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Engineering+Education%22"><i>Journal of Engineering Education</i></searchLink>. Jul 2020 109(3):362-383. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation (NSF), Division of Engineering Education and Centers (EEC) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: 1428523<br />1428689 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Perspective%22">Time Perspective</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/jee.20324 – Name: ISSN Label: ISSN Group: ISSN Data: 1069-4730 – Name: Abstract Label: Abstract Group: Ab Data: Background: Research in engineering education has highlighted the importance of identity and motivation for a number of student outcomes, including persistence. However, these constructs have often been studied separately, despite theorized and demonstrated connections between students' identity and motivation in other fields. Purpose/Hypothesis: Our study fills this gap by investigating the connections between identity and motivation. We specifically examined the connections between students' engineering role identity and future-time perspective (FTP; a theory of human motivation) theories to understand students' interest in choosing an engineering major after their first year, which we call continuing engineering major interest. Design/Methods: The data came from a questionnaire distributed during Fall 2015 (n = 2,879). Structural equation modeling was used to understand the connections between the latent factors of engineering role identity and FTP. We also examined the predictive validity of this model on students' continuing engineering major interest. Results: Our results show connections between students' engineering role identity and the domain-specific constructs of FTP. Identity was fully mediated by students' FTPs, and these perspectives were important for predicting continuing major interest. Engineering role identity measures explained a combined 69% of the variance in the FTP measures, and engineering role identity and FTP measures together explained 14.2% of the variance in engineering major interest. Conclusions: These findings provide empirical evidence for linking identity and motivation in studies of engineering students' career pathways. The results of this work inform how theories of identity and motivation can be used collectively in engineering education research. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1261206 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1261206 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/jee.20324 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 362 Subjects: – SubjectFull: College Freshmen Type: general – SubjectFull: Engineering Education Type: general – SubjectFull: Self Concept Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Time Perspective Type: general – SubjectFull: Goal Orientation Type: general – SubjectFull: Majors (Students) Type: general – SubjectFull: Career Choice Type: general Titles: – TitleFull: Identity-Based Motivation: Connections between First-Year Students' Engineering Role Identities and Future-Time Perspectives Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Godwin, Allison – PersonEntity: Name: NameFull: Kirn, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1069-4730 Numbering: – Type: volume Value: 109 – Type: issue Value: 3 Titles: – TitleFull: Journal of Engineering Education Type: main |
| ResultId | 1 |
