Opportunities of student influence as a context for the development of engineering students' study motivation.
(2008) In Social Psychology of Education 11(1). p.79-94- Abstract
- This longitudinal paper draws on data from a larger ongoing project and examines how students conceive of their opportunities to influence their study environment and how this may be related to their self-efficacy beliefs and their study motivation. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence the... (More)
- This longitudinal paper draws on data from a larger ongoing project and examines how students conceive of their opportunities to influence their study environment and how this may be related to their self-efficacy beliefs and their study motivation. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence the study environment as not highly important or as satisfactory were more motivated and performed better than other students. Findings have implications for students' motivation and performance if educators inform students of their formal and informal opportunities to influence their study environment. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/7520521
- author
- Jungert, Tomas LU
- organization
- publishing date
- 2008
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Social Psychology of Education
- volume
- 11
- issue
- 1
- pages
- 16 pages
- publisher
- Springer
- external identifiers
-
- scopus:38749097792
- ISSN
- 1573-1928
- DOI
- 10.1007/s11218-007-9037-8
- language
- English
- LU publication?
- yes
- id
- c6003c79-cad2-4546-a68a-7d2f615e2905 (old id 7520521)
- alternative location
- http://dx.doi.org.e.bibl.liu.se/10.1007/s11218-007-9037-8
- date added to LUP
- 2016-04-01 12:23:13
- date last changed
- 2022-01-27 02:59:53
@article{c6003c79-cad2-4546-a68a-7d2f615e2905,
abstract = {{This longitudinal paper draws on data from a larger ongoing project and examines how students conceive of their opportunities to influence their study environment and how this may be related to their self-efficacy beliefs and their study motivation. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence the study environment as not highly important or as satisfactory were more motivated and performed better than other students. Findings have implications for students' motivation and performance if educators inform students of their formal and informal opportunities to influence their study environment.}},
author = {{Jungert, Tomas}},
issn = {{1573-1928}},
language = {{eng}},
number = {{1}},
pages = {{79--94}},
publisher = {{Springer}},
series = {{Social Psychology of Education}},
title = {{Opportunities of student influence as a context for the development of engineering students' study motivation.}},
url = {{http://dx.doi.org/10.1007/s11218-007-9037-8}},
doi = {{10.1007/s11218-007-9037-8}},
volume = {{11}},
year = {{2008}},
}