An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans
Background Researchers have identified many factors affecting undergraduate engineering students' achievement and persistence. Yet, much of this research focuses on persistence within academia, with less attention to career plans after graduation. Furthermore, the relative influence of expectan...
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| Veröffentlicht in: | Journal of engineering education (Washington, D.C.) D.C.), 2010-10, Vol.99 (4), p.319-336 |
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| container_title | Journal of engineering education (Washington, D.C.) |
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| creator | Jones, Brett D. Paretti, Marie C. Hein, Serge F. Knott, Tamara W. |
| description | Background
Researchers have identified many factors affecting undergraduate engineering students' achievement and persistence. Yet, much of this research focuses on persistence within academia, with less attention to career plans after graduation. Furthermore, the relative influence of expectancy‐versus value‐related beliefs on students' achievement and career plans is not fully understood.
Purpose (Hypothesis)
To address these gaps, we examined the relationships among the following motivation constructs for female and male first‐year engineering students: (a) expectancy‐related constructs that included engineering self‐efficacy (i.e., a judgment of one's ability to perform a task in engineering) and expectancy for success in engineering (i.e., the belief in the possibility of success in engineering); (b) value‐related constructs that included identification with engineering (i.e., the extent to which one defines the self through a role or performance in engineering) and engineering values (i.e., beliefs related to engineering interest, importance, and usefulness); (c) engineering achievement; and (d) engineering career plans.
Design/Method
Participants included 363 first‐year engineering students at a large state university. The students completed an online survey instrument in the first and second semester of their first year.
Results
Students' expectancy‐ and value‐related beliefs decreased over the first year for both men and women. Men reported higher levels for expectancy‐related beliefs than women. Expectancy‐related constructs predicted achievement better than the value‐related constructs, whereas value‐related constructs predicted career plans better for both men and women.
Conclusions
Expectancy‐ and value‐related constructs predicted different outcomes. Thus, both types of constructs are needed to understand students' achievement and career plans in engineering. |
| doi_str_mv | 10.1002/j.2168-9830.2010.tb01066.x |
| format | Article |
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Researchers have identified many factors affecting undergraduate engineering students' achievement and persistence. Yet, much of this research focuses on persistence within academia, with less attention to career plans after graduation. Furthermore, the relative influence of expectancy‐versus value‐related beliefs on students' achievement and career plans is not fully understood.
Purpose (Hypothesis)
To address these gaps, we examined the relationships among the following motivation constructs for female and male first‐year engineering students: (a) expectancy‐related constructs that included engineering self‐efficacy (i.e., a judgment of one's ability to perform a task in engineering) and expectancy for success in engineering (i.e., the belief in the possibility of success in engineering); (b) value‐related constructs that included identification with engineering (i.e., the extent to which one defines the self through a role or performance in engineering) and engineering values (i.e., beliefs related to engineering interest, importance, and usefulness); (c) engineering achievement; and (d) engineering career plans.
Design/Method
Participants included 363 first‐year engineering students at a large state university. The students completed an online survey instrument in the first and second semester of their first year.
Results
Students' expectancy‐ and value‐related beliefs decreased over the first year for both men and women. Men reported higher levels for expectancy‐related beliefs than women. Expectancy‐related constructs predicted achievement better than the value‐related constructs, whereas value‐related constructs predicted career plans better for both men and women.
Conclusions
Expectancy‐ and value‐related constructs predicted different outcomes. Thus, both types of constructs are needed to understand students' achievement and career plans in engineering.</description><identifier>ISSN: 1069-4730</identifier><identifier>EISSN: 2168-9830</identifier><identifier>DOI: 10.1002/j.2168-9830.2010.tb01066.x</identifier><identifier>CODEN: JEEDEQ</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Academic Achievement ; College students ; Engineering ; expectancy ; Grade Point Average ; Motivation ; Science education ; Theory ; Undergraduate Students ; Undergraduate Study ; value</subject><ispartof>Journal of engineering education (Washington, D.C.), 2010-10, Vol.99 (4), p.319-336</ispartof><rights>2010 American Society for Engineering Education</rights><rights>Copyright AMERICAN SOCIETY FOR ENGINEERING EDUCATION Oct 2010</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3846-fa01c1974ce02ce9623535c5b72087c1496af33cbc4d138d318a81197857ccd3</citedby><cites>FETCH-LOGICAL-c3846-fa01c1974ce02ce9623535c5b72087c1496af33cbc4d138d318a81197857ccd3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fj.2168-9830.2010.tb01066.x$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fj.2168-9830.2010.tb01066.x$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids></links><search><creatorcontrib>Jones, Brett D.</creatorcontrib><creatorcontrib>Paretti, Marie C.</creatorcontrib><creatorcontrib>Hein, Serge F.</creatorcontrib><creatorcontrib>Knott, Tamara W.</creatorcontrib><title>An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans</title><title>Journal of engineering education (Washington, D.C.)</title><description>Background
Researchers have identified many factors affecting undergraduate engineering students' achievement and persistence. Yet, much of this research focuses on persistence within academia, with less attention to career plans after graduation. Furthermore, the relative influence of expectancy‐versus value‐related beliefs on students' achievement and career plans is not fully understood.
Purpose (Hypothesis)
To address these gaps, we examined the relationships among the following motivation constructs for female and male first‐year engineering students: (a) expectancy‐related constructs that included engineering self‐efficacy (i.e., a judgment of one's ability to perform a task in engineering) and expectancy for success in engineering (i.e., the belief in the possibility of success in engineering); (b) value‐related constructs that included identification with engineering (i.e., the extent to which one defines the self through a role or performance in engineering) and engineering values (i.e., beliefs related to engineering interest, importance, and usefulness); (c) engineering achievement; and (d) engineering career plans.
Design/Method
Participants included 363 first‐year engineering students at a large state university. The students completed an online survey instrument in the first and second semester of their first year.
Results
Students' expectancy‐ and value‐related beliefs decreased over the first year for both men and women. Men reported higher levels for expectancy‐related beliefs than women. Expectancy‐related constructs predicted achievement better than the value‐related constructs, whereas value‐related constructs predicted career plans better for both men and women.
Conclusions
Expectancy‐ and value‐related constructs predicted different outcomes. Thus, both types of constructs are needed to understand students' achievement and career plans in engineering.</description><subject>Academic Achievement</subject><subject>College students</subject><subject>Engineering</subject><subject>expectancy</subject><subject>Grade Point Average</subject><subject>Motivation</subject><subject>Science education</subject><subject>Theory</subject><subject>Undergraduate Students</subject><subject>Undergraduate Study</subject><subject>value</subject><issn>1069-4730</issn><issn>2168-9830</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqVkdFu0zAUhi0EEmXsHaxdL8WOE9vZDQpVNqjGQGzaBDeW6zirS-p0Pu7WvgZPjEOn3XPjY51zvl9H_4_QCSVTSkj-YTXNKZdZJRmZ5iR14yK9nE93r9DkZfQaTVKzygrByFv0DmBFCKkIFxP0p_a49rrfgwM8dPjrEN2jjm7weDZ4iGFrIuAnF5f43AWI2U-rA278vfPWBufv8XXcttZHOMM_bP-PhKXbAK7XQ5o2u401UXvjLJziW91vx1qbpbOPdp24U6x9i2c6JDn8vdce3qM3ne7BHj_XI3Rz3tzMPmeX3y6-zOrLzDBZ8KzThBpaicJYkhtb8ZyVrDTlQuRECkOLiuuOMbMwRUuZbBmVWtIEyFIY07IjdHKQ3YThIV0V1WrYhmQFKMFZzgpOSVo6OyyZMAAE26lNcGsd9ooSNSagVmq0WY02qzEB9ZyA2iX44wF-cr3d_wep5k0z_pJCdlBwEO3uRUGH34oLJkp1d3WhxFXxaT6XlfrF_gJs856I</recordid><startdate>201010</startdate><enddate>201010</enddate><creator>Jones, Brett D.</creator><creator>Paretti, Marie C.</creator><creator>Hein, Serge F.</creator><creator>Knott, Tamara W.</creator><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>7XB</scope><scope>88B</scope><scope>88I</scope><scope>8A4</scope><scope>8AF</scope><scope>8FE</scope><scope>8FG</scope><scope>8FK</scope><scope>8G5</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>L6V</scope><scope>M0P</scope><scope>M2O</scope><scope>M2P</scope><scope>M7S</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>Q9U</scope><scope>S0W</scope><scope>S0X</scope></search><sort><creationdate>201010</creationdate><title>An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans</title><author>Jones, Brett D. ; Paretti, Marie C. ; Hein, Serge F. ; Knott, Tamara W.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3846-fa01c1974ce02ce9623535c5b72087c1496af33cbc4d138d318a81197857ccd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Academic Achievement</topic><topic>College students</topic><topic>Engineering</topic><topic>expectancy</topic><topic>Grade Point Average</topic><topic>Motivation</topic><topic>Science education</topic><topic>Theory</topic><topic>Undergraduate Students</topic><topic>Undergraduate Study</topic><topic>value</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Jones, Brett D.</creatorcontrib><creatorcontrib>Paretti, Marie C.</creatorcontrib><creatorcontrib>Hein, Serge F.</creatorcontrib><creatorcontrib>Knott, Tamara W.</creatorcontrib><collection>Istex</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>STEM Database</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Engineering Collection</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Science Database</collection><collection>Engineering Database</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Engineering Collection</collection><collection>ProQuest Central Basic</collection><collection>DELNET Engineering & Technology Collection</collection><collection>SIRS Editorial</collection><jtitle>Journal of engineering education (Washington, D.C.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jones, Brett D.</au><au>Paretti, Marie C.</au><au>Hein, Serge F.</au><au>Knott, Tamara W.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans</atitle><jtitle>Journal of engineering education (Washington, D.C.)</jtitle><date>2010-10</date><risdate>2010</risdate><volume>99</volume><issue>4</issue><spage>319</spage><epage>336</epage><pages>319-336</pages><issn>1069-4730</issn><eissn>2168-9830</eissn><coden>JEEDEQ</coden><abstract>Background
Researchers have identified many factors affecting undergraduate engineering students' achievement and persistence. Yet, much of this research focuses on persistence within academia, with less attention to career plans after graduation. Furthermore, the relative influence of expectancy‐versus value‐related beliefs on students' achievement and career plans is not fully understood.
Purpose (Hypothesis)
To address these gaps, we examined the relationships among the following motivation constructs for female and male first‐year engineering students: (a) expectancy‐related constructs that included engineering self‐efficacy (i.e., a judgment of one's ability to perform a task in engineering) and expectancy for success in engineering (i.e., the belief in the possibility of success in engineering); (b) value‐related constructs that included identification with engineering (i.e., the extent to which one defines the self through a role or performance in engineering) and engineering values (i.e., beliefs related to engineering interest, importance, and usefulness); (c) engineering achievement; and (d) engineering career plans.
Design/Method
Participants included 363 first‐year engineering students at a large state university. The students completed an online survey instrument in the first and second semester of their first year.
Results
Students' expectancy‐ and value‐related beliefs decreased over the first year for both men and women. Men reported higher levels for expectancy‐related beliefs than women. Expectancy‐related constructs predicted achievement better than the value‐related constructs, whereas value‐related constructs predicted career plans better for both men and women.
Conclusions
Expectancy‐ and value‐related constructs predicted different outcomes. Thus, both types of constructs are needed to understand students' achievement and career plans in engineering.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1002/j.2168-9830.2010.tb01066.x</doi><tpages>18</tpages></addata></record> |
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| ispartof | Journal of engineering education (Washington, D.C.), 2010-10, Vol.99 (4), p.319-336 |
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| source | Access via Wiley Online Library; EBSCOhost Education Source |
| subjects | Academic Achievement College students Engineering expectancy Grade Point Average Motivation Science education Theory Undergraduate Students Undergraduate Study value |
| title | An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans |
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