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Students’ interest and expectancy for success while engaged in analysis- and creative design activities

  • Oenardi LawantoEmail author
  • Gary Stewardson
Article

Abstract

Inasmuch as design is a central activity in K-12 engineering education, understanding the students’ motivation during engaging in engineering design activities will help educators to develop and evaluate strategies for engineering design challenges, and improve curriculum. The objective of this study is to better understand the relationship between students’ interest and expectancy for success while engaged in two design activities in grades 9–12. The primary difference between the two activities was the strategy used to solve the design problems from a predictive analysis and a creative approach. Constructs of motivation for students’ interest include task value (TV) and intrinsic goal orientation (IGO) and extrinsic goal orientation (EGO). Expectancy for success includes control of learning beliefs and self-efficacy for learning and performance. In this study, students (n = 31) from three high schools that implement the Project Lead the Way curriculum in three states in the US participated in the study. Immediately after completing their design projects, each student was asked to complete a modified version of the Motivated Strategies for Learning Questionnaire survey instrument which evaluates their interest and expectancy for success. The results show that students were more intrinsically motivated to engage in a design activity that involves a predictive analysis than a creative approach. No significant correlation was found between students’ expectancy for success and EGO in design tasks that utilized either predictive analysis or creative approach. The study also found that TV and IGO were good predictors for students’ expectancy for success. Demographic information associated with students’ motivation in the design activities is also presented.

Keywords

Motivation Design tasks Interest Expectancy for success 

Notes

Acknowledgments

This material is based upon work supported by the National Science Foundation under Grant No. 0426421. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Department of Engineering and Technology EducationUtah State UniversityLoganUSA

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