Instructional Supports for Motivation Trajectories in Introductory College Engineering
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| Title: | Instructional Supports for Motivation Trajectories in Introductory College Engineering |
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| Language: | English |
| Authors: | Robinson, Kristy A. (ORCID |
| Source: | AERA Open. Jan-Dec 2022 8(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1643723 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Student Motivation, Introductory Courses, Engineering Education, Student Attitudes, Grade Prediction, Competence, Personal Autonomy, Mastery Learning, Undergraduate Students, Self Efficacy |
| Assessment and Survey Identifiers: | Patterns of Adaptive Learning Survey |
| ISSN: | 2332-8584 |
| Abstract: | Students, instructors, and policy makers are in need of research-based recommendations for supporting students' motivation to pursue STEM fields. The present study addressed this need by examining relations between perceived motivational supports, year-long trajectories of expectancy for success and three task values, and grades among students (N = 1,021) in a large, gateway engineering course. Results indicated that students with higher motivation at the beginning of the year tended to perceive their class as more motivationally supportive. Controlling for relations between initial motivation and perceptions, perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values. Conversely, higher perceived instructor performance goals negatively predicted grades and the slopes of self-efficacy and interest value. Results contribute key understanding about the interconnectedness of individual motivation and climate perceptions, while indicating the importance students place on certain motivationally supportive practices in promoting students' STEM motivation trajectories. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1360446 |
| Database: | ERIC |
| Abstract: | Students, instructors, and policy makers are in need of research-based recommendations for supporting students' motivation to pursue STEM fields. The present study addressed this need by examining relations between perceived motivational supports, year-long trajectories of expectancy for success and three task values, and grades among students (N = 1,021) in a large, gateway engineering course. Results indicated that students with higher motivation at the beginning of the year tended to perceive their class as more motivationally supportive. Controlling for relations between initial motivation and perceptions, perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values. Conversely, higher perceived instructor performance goals negatively predicted grades and the slopes of self-efficacy and interest value. Results contribute key understanding about the interconnectedness of individual motivation and climate perceptions, while indicating the importance students place on certain motivationally supportive practices in promoting students' STEM motivation trajectories. |
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| ISSN: | 2332-8584 |
