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首页> 外文期刊>The international journal of engineering education >Relationships among Students' Perceptions of a First-Year Engineering Design Course and their Engineering Identification, Motivational Beliefs, Course Effort, and Academic Outcomes
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Relationships among Students' Perceptions of a First-Year Engineering Design Course and their Engineering Identification, Motivational Beliefs, Course Effort, and Academic Outcomes

机译：学生对一年级工程设计课程的理解与他们的工程认同，动机，课程努力和学业成绩之间的关系

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摘要

The MUSIC Model of Academic Motivation and a model of domain identification have been shown to be useful models to explain students' motivation. We used these models to examine the extent to which students' perceptions of a first-year engineering cornerstone course affected their engineering identification and motivational beliefs (i.e., engineering utility, engineering program belonging, and engineering program expectancy), as well as the extent to which students' engineering identification and motivational beliefs affected their course effort, course grades, and engineering major and career goals. We surveyed 365 first-year engineering students enrolled in an introductory design course at a large U.S. public university. A series of structural equation models were estimated, with each model answering a different question and examining a different outcome. The results provide evidence to support the validity of the MUSIC model and model of domain identification with a sample of undergraduate engineering students. This evidence includes the fact that significant relationships existed between variables that the model predicted should be related, such as course perceptions, domain identification, motivational beliefs, effort, and academic outcomes. Because students' perceptions of the MUSIC model components in the engineering course were related to students' engineering identification and motivational beliefs, it might be possible to develop course curricula and methods directed towards the MUSIC components that could foster these important academic outcomes.
机译：音乐动机的MUSIC模型和领域识别模型已被证明是解释学生动机的有用模型。我们使用这些模型来检验学生对一年级工程基础课程的认识在多大程度上影响了他们的工程识别和动机信念（即工程实用性，工程计划归属和工程计划预期），以及学生的工程学识别和动机信念影响了他们的课程努力，课程成绩以及工程专业和职业目标。我们调查了365名在一所大型美国公立大学攻读设计入门课程的工程专业一年级学生。估计了一系列结构方程模型，每个模型回答一个不同的问题并检查不同的结果。结果提供了一个证据，以支持MUSIC模型和域识别模型的有效性，其中有一个工科本科生的样本。该证据包括以下事实：与模型预测相关的变量之间存在显着关系，例如课程认知，领域识别，动机，努力和学业成绩。由于学生对工程课程中MUSIC模型组件的理解与学生的工程识别和动机信念有关，因此有可能针对MUSIC组件开发课程课程和方法，以培养这些重要的学术成果。

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