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ERIC Number: EJ1054295
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1467-6370
Assessing Students' Motivation to Engage in Sustainable Engineering
McCormick, Mary; Bielefeldt, Angela R.; Swan, Christopher W.; Paterson, Kurtis G.
International Journal of Sustainability in Higher Education, v16 n2 p136-154 2015
Purpose: The purpose of this study was to design an assessment instrument to evaluate students' attitudes toward sustainable engineering (SE). Factors that impact SE beliefs could then be explored. Design/methodology/approach: Using the definition of sustainability from the Brundtland report and expectancy value theory, students' sentiment toward SE was evaluated using items to assess SE self-efficacy, SE value and SE affect. The survey was distributed at three diverse universities with 515 responses from students ranging from first year through graduate studies in a variety of engineering majors. The survey instrument was validated using principal components analysis, and internal reliability was established via high Cronbach's alpha for each construct. Findings: Participation in more experiential, enriching learning experiences correlated to higher SE self-efficacy, value and affect. Extracurricular club involvement correlated with a lower self-efficacy but high SE value. Students who had participated in undergraduate research had a high SE self-efficacy, particularly in the environmental and social sub-scales. The students who participated in internships had high SE self-efficacy but lower SE affect. A greater number of volunteer hours correlated with increased SE affect. Female students possessed higher SE value and affect than male students, but self-efficacy was not significantly different. SE self-efficacy increased with academic rank. Originality/value: This is the first effort to measure engineering students' attitudes toward SE using the three sub-scales of expectancy value theory and assessing correlations in these attributes with students' participation in various learning experiences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: 0934567; 0935082; 0935209