Nagel, R., & Popelish, B., & Aleman, M., & Reynolds-Tylus, T. (2022, August), Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theory  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40958

\bibitem{asee_peer_40958}
  Nagel, R., \& Popelish, B., \& Aleman, M., \& Reynolds-Tylus, T. (2022, August), \emph{Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theory}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40958

Robert Nagel, Bethany Popelish, Melissa Aleman, and Tobias Reynolds-Tylus.  "Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theory".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40958 Internet.  24 Apr, 2024

\bibitem{asee_peer_40958}
  Robert Nagel, Bethany Popelish, Melissa Aleman, and Tobias Reynolds-Tylus.
  "Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theory".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40958 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_40958
author = "Robert Nagel, Bethany Popelish, Melissa Aleman, and Tobias Reynolds-Tylus"
title = "Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theory"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40958}
number = {10.18260/1-2--40958}
}

TY  - CPAPER
AB  - For engineering students, how might three basic needs—competency, autonomy, and relatedness—promote intrinsic motivation among students?  In this research paper, two studies are presented which assess satisfaction and relationship of these basic needs among students in a project-based, undergraduate-only engineering program. In study one, a quantitative study, we surveyed students (N = 162) using the Situational Motivation Scale and the Basic Need Satisfaction Scale (BNSS). The results of study one are consistent with previous research showing strong correlations between the three basic needs and intrinsic motivation. In study two, a qualitative study, we analyzed in-depth phenomenologically based interviews (N = 9 participants resulting in 756 pages of single-spaced transcripts) using the BNSS as a heuristic framework to identify instances when students express satisfaction or frustration of competency, autonomy, and relatedness. Study two illustrates when and how supportive contexts and behaviors contribute to feelings of competency, autonomy, and relatedness. These studies expand research on SDT by showing ways in which engineering students develop feelings of competency, how specific needs-supportive actions contributed to feelings of competency, and the roles of autonomy and relatedness in the development of competency. 
AU  - Robert Nagel
AU  - Bethany Popelish
AU  - Melissa Aleman
AU  - Tobias Reynolds-Tylus
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theory
UR  - https://peer.asee.org/40958
DO  - 10.18260/1-2--40958
ER  -