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ERIC Number: ED540698
Record Type: Non-Journal
Publication Date: 2008-Jun
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Will I Succeed in Engineering? Using Expectancy-Value Theory in a Longitudinal Investigation of Students' Beliefs. Research Brief
Matusovich, Holly; Streveler, Ruth; Loshbaugh, Heidi; Miller, Ron; Olds, Barbara
Center for the Advancement of Engineering Education (NJ1)
Earning an engineering degree is viewed as a challenging undertaking. So what drives engineering students to continue to navigate the difficult path? Many researchers have asked this question as evidenced by an exceptionally large number of literature citations containing the terms "engineer" and "motivation." Yet, the answer remains uncertain. The expectancy-value framework proposed by Eccles has the potential to enlighten persistence choices. Results of this study can inform curricular change by providing fundamental information on the experiences of the college student. By showing ways in which students' expectancies of success as engineers are shaped by their classroom, campus, and internship experiences, this study provides a broader context for curricular change. The results suggest the need to authentically expose students to a variety of engineering career possibilities so they can develop accurate perceptions of what engineers do, the skills needed, and their own abilities. The results also suggest that students need help bridging the gap between the relevance of what they are learning in the classroom and what they will be doing as engineers in the future.
Center for the Advancement of Engineering Education. Available from: University of Washington. Box 352183, Seattle, WA 98195. Fax: 206-221-3161; e-mail: celtad@engr. washington.edu; Web site: http://www.engr.washington.edu/caee
Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: University of Washington, Center for the Advancement of Engineering Education (CAEE)