July 26, 2021
July 26, 2021
July 19, 2022
Design in Engineering Education
Previous research has indicated the importance of student motivation to persistence in engineering and performance in design-based courses. This particularly true for senior capstone design, where students focus their attention on a single design prompt for up to three consecutive semesters. We hypothesized that students possess a natural inclination towards types of capstone projects, and their choice of project may impact their motivation levels throughout their experience in the design course, which ultimately will impact their performance. While educators have made attempts to influence specific motivational factors to improve student performance, the interdependency of motivation factors as they change is unknown. This paper examines the correlation and the interdependency between student motivation factors. Using the MSLQ questionnaire by Pintrich, we examine five main factors of motivation: cognition, self-regulation, intrinsic value, test anxiety and self-efficacy. In this study, two cohorts of senior design student completed the Motivated Strategies for Learning Questionnaire (MSLQ) to self-evaluate their motivation on a 7-point Likert scale at two instances in time (beginning and end of senior capstone design course). The study is performed through a two-fold analysis: Covariance/Correlations and Principal Component Analysis. A principal component analysis indicated that each of the factors uniformly captured the variation in the data – an indication of a well-designed instrument. However, the results of the study also indicated that motivation factors do possess correlation with one another (with the exception of anxiety, which displayed no correlation with two factors and low correlation with the remaining factors). The results indicate that changes to one factor by an educator may unintentionally make changes to other factors which may have an unanticipated net effect on their motivational level.
Shah, D., & Kames, E., & Morkos, B. (2021, July), Impact of Educators Changing Student Motivation: A Study of Transient Factor Correlation and Orthogonality Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37280
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