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首页> 外文期刊>International Journal of Mechanical Engineering Education >Effects of a mechanical engineering design course on students' motivational features
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Effects of a mechanical engineering design course on students' motivational features

机译：机械工程设计课程对学生的动机特征的影响

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摘要

Diverse learning opportunities and deep engagement are needed to support development of engineering competencies and expertise. Deep engagement evolves from productive and high-quality motivation that derives from both internal and external sources. Motivation to learn is lacking in many fields, like engineering, because it is too often assumed or ignored, rather than explicitly built into course instruction. While the lack of motivation in engineering education is clear in data-like attrition, there is little relevant research that informs the necessary changes for the field. The purpose of this study is to present a systematic approach that explicitly considers motivational elements in engineering courses. First a comprehensive set of motivational characteristics and the interrelationships for productive motivation of mechanical engineering students are identified. Students' motivational characteristics and profiles of change over time are assessed using a multipoint predictive correlational design. This information is then used to strategically redesign motivational elements of a senior-level mechanical engineering design course. The SUCCESS framework has been used to redesign motivational features of the existing course. This paper reports results of the study, including implications for redesign of other engineering courses. Analysis of the data demonstrates the complexity of motivation in the engineering classroom, which includes addressing implicit and explicit, intrinsic and extrinsic, individual and team interaction and instruction. These elements extend not only to direct communication and interactions of instructor with students but into the full scope of the learning environment, peer-to-peer interactions, grading, (a)synchronous activities, face to face, and virtual communications. Key features of engineering students' productive (learning and engagement-related) motivational profiles consisted of clusters of perceptual and experiential variables that were strongly correlated with motivational and learning outcomes. Tracking these factors demonstrated that they changed over time. These changes corresponded to perceptions of instructor and peer interactions, which were amenable to instructional intervention and responsive to social modeling. This study also revealed links among engineering students' perceptions of their field of study, their own development of self-efficacy, and success expectations in both the design course and for their careers. This work revealed important distinctions between engineering students' self-efficacy for, and engagement in, the course generally and for group tasks more specifically. These newly revealed relationships offer the opportunity to improve engineering instruction and the design of dynamic learning environments that support adaptive skill development.
机译：需要多样化的学习机会和深入的参与以支持工程能力和专业知识的发展。深度参与源于内部和外部来源的生产性和高质量动机。在许多领域，例如工程领域，缺乏学习动机，因为它经常被假定或忽略，而不是明确地内置于课程教学中。尽管工程教育中缺乏动力在类似数据的损耗方面很明显，但很少有相关研究为该领域带来必要的变化。这项研究的目的是提出一种系统的方法，明确地考虑工程课程中的激励因素。首先，要确定一套完整的动机特征以及机械工程专业学生的生产动机的相互关系。使用多点预测相关设计评估学生的动机特征和随时间变化的概况。然后，此信息将用于战略性地重新设计高级机械工程设计课程的激励因素。 SUCCESS框架已用于重新设计现有课程的激励功能。本文报告了研究结果，包括对其他工程课程的重新设计的启示。数据分析证明了工程课堂中动机的复杂性，其中包括解决内隐与外显，内在与外在，个人与团队的互动和指导。这些要素不仅扩展到教师与学生的直接交流和互动，而且扩展到整个学习环境，对等互动，评​​分，（a）同步活动，面对面和虚拟交流。工科学生的生产性（与学习和参与相关的）动机概况的关键特征包括感知变量和经验变量，这些变量与动机和学习成果密切相关。跟踪这些因素表明它们随时间变化。这些变化对应于对教师和同伴互动的感知，这些感知可以接受教学干预并响应社会模型。这项研究还揭示了工科学生对他们的研究领域的看法，自身效能的发展以及在设计课程和职业生涯中的成功期望之间的联系。这项工作揭示了工科学生在一般情况下对课程的自我效能和参与程度以及更具体的小组任务之间的重要区别。这些新发现的关系为改进工程指导和支持自适应技能开发的动态学习环境的设计提供了机会。

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