Correlating Student Motivation to Course Performance in Capstone Design
Correlating Student Motivation to Course Performance in Capstone Design
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在顶点设计中将学生动机与课程表现联系起来
DOI：
10.1115/detc2014-35506
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Beshoy Morkos
中科院分区：
文献类型：
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作者：
Amanda Bessette;V. Okafor;Beshoy Morkos
本文介绍了在他们的机械工程在佛罗里达理工学院大四期间，在他们的顶点设计课程注册的学生的动机研究的初步结果。学生团队被分配一个项目，团队的任务是在一年（2个学期）的跨度内完成一个设计项目。在秋季学期开始和春季学期结束时收集数据。采用两种方法收集班级的数据。对每个顶点团队进行了现场采访。在这次面试中，一系列的问题被问到，以促进什么动机的学生的理解。还对学生进行了动机性学习策略问卷（MSLQ）调查工具的改编，以收集定量数据。MSLQ框架将工具分为两组问题，以解决动机和学习问题。动机由三个因素组成：考试焦虑、自我效能和内在价值。对定量数据进行统计分析，以确定学生动机和表现之间的显着性或相关性。表现通过学生的成绩（由教师评估）和同行评价（由团队评估）来衡量。分析是通过将样本分为国际与国内，男性与女性来进行的;以确定各组之间动机的任何差异。研究结果表明，留学生和国内学生在学习动机的沿着各因素上都存在差异。此外，男性和女性之间的差异被确定为内在的焦虑动机因素。
This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.© 2014 ASME