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Instructional Supports for Motivation Trajectories in Introductory College Engineering

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Title: Instructional Supports for Motivation Trajectories in Introductory College Engineering
Language: English
Authors: Robinson, Kristy A. (ORCID 0000-0003-1949-8091), Lira, Amalia Krystal, Walton, S. Patrick, Briedis, Daina, Linnenbrink-Garcia, Lisa
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
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  Data: <searchLink fieldCode="AR" term="%22Robinson%2C+Kristy+A%2E%22">Robinson, Kristy A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1949-8091">0000-0003-1949-8091</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lira%2C+Amalia+Krystal%22">Lira, Amalia Krystal</searchLink><br /><searchLink fieldCode="AR" term="%22Walton%2C+S%2E+Patrick%22">Walton, S. Patrick</searchLink><br /><searchLink fieldCode="AR" term="%22Briedis%2C+Daina%22">Briedis, Daina</searchLink><br /><searchLink fieldCode="AR" term="%22Linnenbrink-Garcia%2C+Lisa%22">Linnenbrink-Garcia, Lisa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. Jan-Dec 2022 8(1).
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  Data: 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
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  Data: 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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      – Text: English
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        PageCount: 18
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Student Motivation
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      – SubjectFull: Introductory Courses
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