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Linking Entering Students Survey Data And Freshman Performance To Improve Advisement Services

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

ASEE Multimedia Session

Page Count

8

Page Numbers

7.815.1 - 7.815.8

DOI

10.18260/1-2--10716

Permanent URL

https://peer.asee.org/10716

Download Count

116

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Paper Authors

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Martha Zola

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Angelo Perna

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Vladimir Briller

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Raymond Calluori

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu Session #2793

Linking Entering Students Survey Data and Freshman Performance to Improve Advisement Services

Raymond Calluori, Ph.D., Angelo Perna, Ph.D., Zola, Martha, Ph.D. and Briller, Vladimir, Ph.D. New Jersey Institute of Technology

Abstract

The paper seeks to examine the relationship between students’ goals (i.e. motivations) on the Entering Student Survey administered to the incoming Freshman class, level of commitment toward finishing a degree and Freshman academic performance (i.e., learning). Its purpose is to assist advisement services to Engineering students at a large urban public university.

As part of the Entering students survey, students are asked to rate the importance of goals in their decision to enroll. Student motivational theories maintain that there are two types of learning motivation: (1) intrinsic and (2) extrinsic. Intrinsically motivated learning is learning “for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes” (Lepper, 1998). Extrinsically motivated learning is learning “in order to obtain some reward or avoid some punishment external to the activity itself” (Lepper, 1998). This study deals with intrinsic and extrinsic motivators.

Freshman cumulative grade point averages for 1 st and 2 nd semester were used as the measures of academic performance. The data were collected for 456 Engineering students who participated in the Entering Student Surveys in Fall of 1999 and 2000. Since the Entering Students for the last three years have consistently ranked career oriented goals high, the research suggests that the extrinsically motivated goals are more likely related to a high level of commitment and successful Freshman academic performance.

The implications of these findings will be relevant in the faculty advisement of students. The students will be better served in matching their goals and course selection, which will ultimately lead to improved learning.

Introduction

The paper is a part of a larger study on retention and graduation (Zola, 2000). Its purpose is to assist advisement services to Engineering students at a large urban public university. The paper examines the relationship between students’ goals (i.e. motivations) on the Entering Student Survey that has been administered to the incoming Freshman class, level of commitment to graduate and Freshman academic performance (i.e., learning).

Proceedings of the 2002 American Society for Engineering Education Annual Conference and Exposition Copyright © 2002 American Society for Engineering Education

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Zola, M., & Perna, A., & Briller, V., & Calluori, R. (2002, June), Linking Entering Students Survey Data And Freshman Performance To Improve Advisement Services Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10716

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