Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Intrinsic motivation creates a more positive and engaged atmosphere in the classroom, and is positively correlated with students’ persistence in engineering. While an instructor can’t “intrinsically motivate” students, they certainly can create conditions that cultivate or defeat intrinsic motivation. In this study, the impact on students’ motivational state of five course design features was measured using Guay, Vallerand, and Blanchard’s Situational Motivation Scale (SIMS) (1). Course features considered included the incorporation of open-ended problem solving, physical realization of a design, incorporation of broad perspectives, interdisciplinary student teams, and “real” problems. These course features were aligned with Self-Determination Theory to create the conditions for enhanced student intrinsic motivation (2). Prior work suggested that intrinsic motivation was especially cultivated by having students work in an interdisciplinary environment, on problems for external clients or that were personally meaningful (7). However, this prior work only considered faculty-reported presence or absence of course design features. Surveys suggested that students and faculty were not in perfect agreement about the presence of certain course features, notably interdisciplinary-interactions and the extent to which problems were “real” and reflective of what students expect to see in their career or find personally meaningful. This study focuses on the students’ perceptions of course elements and the extent to which students’ perception of the presence or absence of these elements impacts their motivational state in their coursework.
Vigeant, M. A., & Golightly, A. F. (2020, June), How Much Does Student Perception of Course Attributes Impact Student Motivation? Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34733
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