Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
This work-in-progress research paper aims to describe the relationship between academic motivation and engineering identity. Here we present theory and preliminary data analysis in our effort to determine if academic motivation and engineering identity are correlated to the extent that one can predict the other. Engineering students consistently face challenges while in college working towards their degrees. Sometimes these challenges turn to triumph and other times result in failure. Failure is an essential part of education, provoking strong reactions. Studying the steps an individual takes towards self-motivation after failure simultaneously with engineering identity may provide insight into a deeper understanding of the pair as a whole. We hypothesize that the stronger a student identifies as an engineer, the more motivation they will have to complete academic goals and also recover from academic failure. We also hypothesize that identity and motivation may be used to measure one another with acceptable validity and reliability. A significant correlation between the two, if it exists, could provide educators and researchers an advantage in quantitatively measuring engineering identity and gaining further insight into motivational patterns.
Bolton, C., & Miskioğlu , E., & Martin, K. M. (2020, June), WIP: Motivation and Identity: The Impact of Identity on Recovering from Failure Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35562
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