Gentry, S. P. (2019, June), Motivation on Programming Assignments in Materials Science and Engineering  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33122

\bibitem{asee_peer_33122}
  Gentry, S. P. (2019, June), \emph{Motivation on Programming Assignments in Materials Science and Engineering}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33122

Susan P. Gentry.  "Motivation on Programming Assignments in Materials Science and Engineering".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33122 Internet.  18 Dec, 2024

\bibitem{asee_peer_33122}
  Susan P. Gentry.
  "Motivation on Programming Assignments in Materials Science and Engineering".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33122 Internet.  18 Dec, 2024

@INPROCEEDINGS{asee_peer_33122
author = "Susan P. Gentry"
title = "Motivation on Programming Assignments in Materials Science and Engineering"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33122}
number = {10.18260/1-2--33122}
}

TY  - CPAPER
AB  - The curriculum for many materials science and engineering (MSE) programs includes computational topics such as writing programming code or using software packages to simulate materials phenomena. Faculty agree that computational materials science and engineering (CMSE) is an essential topic for students to learn, but students’ attitudes are more varied. This paper investigates students’ CMSE motivation using the framework of expectancy-value theory. This model suggests that a persons’ motivations are influenced by both their expectancy beliefs (“Can I succeed?”) and value beliefs (“Is it worth it?”). Students’ value-based motivations were measured for programming and other course assignments such as homework. The survey was distributed in the same junior-year materials kinetics class in subsequent years, with differing results. In study 1, students were significantly less motivated to complete programming assignments than other course assignments. However, the following year, Study 2 found that there was no significant difference; students were equally motivated to complete programming and other course assignments. Furthermore, students articulated that programming skills are essential for engineers to be efficient at their jobs. The contrasting results are discussed, presenting several hypotheses for the dissimilar attitudes.
AU  - Susan P. Gentry
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Motivation on Programming Assignments in Materials Science and Engineering
UR  - https://peer.asee.org/33122
DO  - 10.18260/1-2--33122
ER  -