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

研究启动资助：探索自我决定理论与工程课堂环境之间的脱节

• 批准号: 1340304
• 负责人: Khaled Sobhan
• 金额: $ 15万
• 依托单位: Florida Atlantic University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1340304&HistoricalAwards=false
• 关键词: Research; Initiation; Grant; Exploring; Disconnect

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.

本研究旨在探讨自我决定理论（SDT）在大学工程教育中的有效性。因此，本研究的主要目的是：（i）评估教师对特殊和差别待遇的认识;（ii）建立一个衡量框架，以评估与特殊和差别待遇有关的课堂环境;（iii）评估教师对特殊和差别待遇的认识;（iv）评估教师对特殊和差别待遇的认识。以及（iii）确定教师的SDT知识，学生的动机，learningenvironment和学生的learning之间的关联。研究设计和测量框架是通过有意义的合作之间的研究人员从工程，心理学和教育。这利用了社会认知心理学领域的现行标准和技术。通过本项目所回答的研究问题对制定职业教育改革策略具有重要价值，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NSF？公司的战略目标是通过准备一支具有新能力和专业知识的更好的工程队伍来改变前沿。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。