Motivational factors, gender and engineering education
Motivational factors, gender and engineering education
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动机因素、性别和工程教育
DOI：
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发表时间：
2013
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通讯作者：
J. Holgaard
中科院分区：
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作者：
A. Kolmos;Niels Mejlgaard;Sanne Haase;J. Holgaard
基于2010年秋季丹麦工程教育学生的调查数据，我们探讨了教育选择背后的动机因素，特别是比较男性和女性学生选择工程职业的原因。我们发现，女性比男性更受导师的影响，而男性往往更受内在和财务因素的激励，以及工程专业的社会重要性。父母的影响力是低的，在所有的程序和区分特定集群的工程方案，我们进一步表明，这些整体的性别差异是微妙的，激励因素是不平等的重要性，在不同的教育计划。这项研究的结果清楚地表明，内在和社会动机是最重要的激励因素;然而，性别和方案的差异需要考虑在内，并指向不同的未来战略，吸引学生到工程教育。
Based on survey data covering the full population of students enrolled in Danish engineering education in autumn 2010, we explore the motivational factors behind educational choice, with a particular aim of comparing male and female students1 reasons for choosing a career in engineering. We find that women are significantly more influenced by mentors than men, while men tend to be more motivated by intrinsic and financial factors, and by the social importance of the engineering profession. Parental influence is low across all programmes and by differentiating between specific clusters of engineering programmes, we further show that these overall gender differences are subtle and that motivational factors are unequally important across the different educational programmes. The findings from this study clearly indicate that intrinsic and social motivations are the most important motivational factors; however, gender and programme differentiation needs to be taken into account, and points towards diverse future strategies for attracting students to engineering education.