Research Initiation Grant: Exploring the Disconnect between Self Determination Theory and the Engineering Classroom Environment

本研究旨在探讨自主学习理论在工科本科教育中的有效性。因此，本研究的主要目标是：(I)评估SDT的教师知识；(Ii)开发一个测量框架来评估与SDT相关的课堂环境；以及(Iii)确定SDT的教师知识、学生动机、学习环境和学生学习之间的关联。研究设计和测量框架是通过工程学、心理学和教育学的研究人员之间的有意义的合作来开发的。这利用了社会认知心理学领域目前采用的标准和技术。通过本项目回答的研究问题对工程教育改革策略的制定有价值，也可以作为其他STEM学科的未来模式。该项目更广泛的目标支持了美国国家科学基金会S的战略目标，即通过培养一支拥有新能力和专业知识的更好的工程队伍来改造前沿。此外，NSF为社会创新的目标是通过产生基于研究的结果来实现的，这些结果可能有助于为教育政策和实践提供信息。

The proposed work is an empirical investigation to explore the effectiveness of the Self-Determination Theory (SDT) in the context of undergraduate engineering education. It ishypothesized that there is a disconnect between the principles outlined in SDT and the actualclassroom environment, thus creating a barrier to intrinsic motivation needed for student learning.Accordingly, the primary objectives will be to (i) assess the Faculty knowledge of SDT; (ii) developa measurement framework to assess the classroom environment as it relates to SDT; and (iii)determine the association among Faculty knowledge of SDT, student motivation, learningenvironment, and student learning.The research design and measurement framework are developed through a meaningful collaborationbetween the researchers from Engineering, Psychology, and Education. This takes advantage ofcurrent standards and techniques employed in the field of Social-Cognitive Psychology. Theresearch questions answered through this project are valuable in developing reform strategies forengineering education, and can also serve as a future model for other STEM disciplines. Thebroader objectives of the project support the NSF?s strategic goals of transforming the frontiers bypreparing a better engineering workforce with new capabilities and expertise. Also the NSF goal ofinnovating for society is achieved by producing research-based results that may be useful ininforming educational policy and practices.