Relationships among students’ perceptions of a first-year engineering design course and their engineering identification, motivational beliefs, course effort, and academic outcomes
Relationships among students’ perceptions of a first-year engineering design course and their engineering identification, motivational beliefs, course effort, and academic outcomes
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学生对第一年工程设计课程的看法与他们的工程认同、动机信念、课程努力和学术成果之间的关系
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发表时间：
2014
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影响因子：
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通讯作者：
H. Matusovich
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作者：
Brett D. Jones;J. Osborne;M. Paretti;H. Matusovich
学术动机的MUSIC模型和领域识别模型已被证明是解释学生动机的有用模型。我们使用这些模型来检查学生对第一年工程基础课程的看法在多大程度上影响了他们的工程识别和动机信念（即，工程实用性，工程项目归属感和工程项目期望），以及学生的工程识别和动机信念影响他们的课程努力，课程成绩，工程专业和职业目标的程度。我们调查了365名在美国一所大型公立大学就读设计入门课程的一年级学生。一系列的结构方程模型进行了估计，每个模型回答一个不同的问题，并检查一个不同的结果。以工科大学生为样本，验证了MUSIC模型和领域识别模型的有效性。这一证据包括一个事实，即模型预测的变量之间存在显着的关系应该是相关的，如课程的看法，域识别，动机信念，努力和学术成果。由于学生对工程课程中MUSIC模型组件的看法与学生的工程识别和动机信念有关，因此有可能开发针对MUSIC组件的课程和方法，以促进这些重要的学术成果。
The MUSIC Model of Academic Motivation and a model of domain identification have been shown to be useful models to explainstudents’ motivation. We used these models to examine the extent to which students’ perceptions of a first-year engineeringcornerstone course affected their engineering identification and motivational beliefs (i.e., engineering utility, engineering programbelonging, and engineering program expectancy), as well as the extent to which students’ engineering identification andmotivational beliefs affected their course effort, course grades, and engineering major and career goals. We surveyed 365 first-yearengineering students enrolled in an introductory design course at a large U.S. public university. A series of structural equationmodels were estimated, with each model answering a different question and examining a different outcome. The results provideevidence to support the validity of the MUSIC model and model of domain identification with a sample of undergraduateengineering students. This evidence includes the fact that significant relationships existed between variables that the model predictedshould be related, such as course perceptions, domain identification, motivational beliefs, effort, and academic outcomes. Becausestudents’ perceptions of the MUSIC model components in the engineering course were related to students’ engineeringidentification and motivational beliefs, it might be possible to develop course curricula and methods directed towards the MUSICcomponents that could foster these important academic outcomes.