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Opportunities of student influence as a context for the development of engineering students' study motivation.

Jungert, Tomas LU (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)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Social Psychology of Education
volume
11
issue
1
pages
79 - 94
publisher
Springer
external identifiers
  • scopus:38749097792
ISSN
1573-1928
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
2015-08-14 13:48:31
date last changed
2017-01-01 05:05:56
@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.},
  volume       = {11},
  year         = {2008},
}