Tackling Differing Motivations: A Preemptive Look at Key Findings from a Systematic Literature Review of Achievement Goal Theory in Undergraduate STEM Motivations

Alexander Struck Jannini; Zeynep Akdemir; Muhsin Menekse

Download Paper | Permalink

Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: ERM: Systematic Reviews!
Page Count: 8
DOI: 10.18260/1-2--40735
Permanent URL: https://peer.asee.org/40735
Download Count: 395

Paper Authors

biography

Alexander Struck Jannini

visit author page

Alex Jannini is a PhD student in the School of Engineering Education at Purdue University. He has a Master's of Science in Chemical Engineering from Rowan University and Bioengineering from Syracuse University. His current research interests are focused on understanding the link between student motivation and cognition, and how cultural attitudes and mindsets interplay with these constructs.

visit author page

biography

Zeynep Akdemir Purdue University at West Lafayette (PPI)

visit author page

Fourth year Ph.D. student studying in Science Education at COE and working in Engineering Education at Purdue University. Interested in researching engineering design thinking, curriculum development, and educational psychology

visit author page

biography

Muhsin Menekse Purdue University at West Lafayette (COE)

visit author page

Muhsin Menekse is an Associate Professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum & Instruction. Dr. Menekse's primary research focuses on exploring K-16 students' engagement and learning of engineering and science concepts by creating innovative instructional resources and conducting interdisciplinary quasi-experimental research studies in and out of classroom environments. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education. He is also selected as an NSF SIARM fellow for the advanced research methods for STEM education research. Dr. Menekse received four Seed-for-Success Awards (in 2017, 2018, 2019, and 2021) from Purdue University's Excellence in Research Awards programs in recognition of obtaining four external grants of $1 million or more during each year. His research has been generously funded by grants from the Institute of Education Sciences (IES), the U.S. Department of Defense (DoD), Purdue Research Foundation (PRF), and the National Science Foundation (NSF).

visit author page

Download Paper | Permalink

Abstract

Introduction/Significance: This work-in-progress (WIP) paper highlights the findings from a systematized literature review on the use of achievement goal theory in understanding undergraduate STEM student motivations. Motivation is a fundamental concept for understanding students and aiding them in navigating the challenges of academic study. For this paper, we focus on one theme uncovered during the literature review: differences observed based on biological sex.

Methods: To gain a better understanding of how AGT is used within STEM, we have started the process of a systematized literature review. The literature review was conducted following the PRISMA protocol. Briefly, we used Education Resource, ERIC, Education Full-Text, and APA PsychArticles databases to gather relevant publications in education and psychology journals. To focus on engineering education publications, we specifically searched for articles published in The Journal of Engineering Education, The European Journal of Engineering Education, and The International Journal of Engineering Education, as well as the ASEE PEER database. Papers and abstracts that were published after 1996 and used AGT to categorize STEM students into motivational orientations were included, as well as articles or proceedings that were conducted in STEM-based classes such as algebra or statistics. The initial search returned a total of 239 journal articles and 391 conference proceedings. After an appraisal process that tested the publications against our inclusion and exclusion criteria, a total of fifty studies (forty-three journal articles and seven conference proceedings) were selected for the final review. The final review process included two reviewers conducting a full-text analysis of the documents and meeting regularly to determine emergent themes.

Results: Sixteen studies among all reviewed work included research that investigated possible difference in students’ achievement goal orientations based on biological sex. Studies fell into one of three categories: (1) investigation of statistical differences between female and male students’ motivational orientations and its association with certain outcome variables, (2) analysis of the statistical differences but failed to report any findings due to non-significant results, and (3) investigation of female students’ motivational profiles in STEM fields.

Purpose: As a WIP paper, we wish to present the preliminary findings and to elicit feedback from the community to ensure that we are accurately and responsibly presenting them.

Keywords: Motivation, Systematized Literature Review, Achievement Goal Theory, Work-in-Progress

Citation
Format

Struck Jannini, A., & Akdemir, Z., & Menekse, M. (2022, August), Tackling Differing Motivations: A Preemptive Look at Key Findings from a Systematic Literature Review of Achievement Goal Theory in Undergraduate STEM Motivations Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40735

TY  - CPAPER
AB  - Introduction/Significance: This work-in-progress (WIP) paper highlights the findings from a systematized literature review on the use of achievement goal theory in understanding undergraduate STEM student motivations. Motivation is a fundamental concept for understanding students and aiding them in navigating the challenges of academic study. For this paper, we focus on one theme uncovered during the literature review: differences observed based on biological sex.

Methods: To gain a better understanding of how AGT is used within STEM, we have started the process of a systematized literature review. The literature review was conducted following the PRISMA protocol. Briefly, we used Education Resource, ERIC, Education Full-Text, and APA PsychArticles databases to gather relevant publications in education and psychology journals. To focus on engineering education publications, we specifically searched for articles published in The Journal of Engineering Education, The European Journal of Engineering Education, and The International Journal of Engineering Education, as well as the ASEE PEER database. Papers and abstracts that were published after 1996 and used AGT to categorize STEM students into motivational orientations were included, as well as articles or proceedings that were conducted in STEM-based classes such as algebra or statistics. The initial search returned a total of 239 journal articles and 391 conference proceedings. After an appraisal process that tested the publications against our inclusion and exclusion criteria, a total of fifty studies (forty-three journal articles and seven conference proceedings) were selected for the final review. The final review process included two reviewers conducting a full-text analysis of the documents and meeting regularly to determine emergent themes.

Results: Sixteen studies among all reviewed work included research that investigated possible difference in students’ achievement goal orientations based on biological sex. Studies fell into one of three categories: (1) investigation of statistical differences between female and male students’ motivational orientations and its association with certain outcome variables, (2) analysis of the statistical differences but failed to report any findings due to non-significant results, and (3) investigation of female students’ motivational profiles in STEM fields.

Purpose: As a WIP paper, we wish to present the preliminary findings and to elicit feedback from the community to ensure that we are accurately and responsibly presenting them.

Keywords: Motivation, Systematized Literature Review, Achievement Goal Theory, Work-in-Progress

AU  - Alexander Struck Jannini
AU  - Zeynep Akdemir
AU  - Muhsin Menekse
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Tackling Differing Motivations: A Preemptive Look at Key Findings from a Systematic Literature Review of Achievement Goal Theory in Undergraduate STEM Motivations
UR  - https://peer.asee.org/40735
DO  - 10.18260/1-2--40735
ER  -