Instructional Supports for Motivational Trajectories in Introductory College Engineering

• In Event: Understanding Developmental Processes in Students' Math- and Science-Related Expectancy-Value Beliefs: Why Short-Term Assessments Matter

Abstract

Purpose and Theoretical Framework
Despite current efforts to support students’ persistence in engineering, it remains unclear how to effectively support motivation and persistence, especially during early college (Authors, 2018). One limitation of prior work is that few studies have addressed how undergraduates’ perceptions of the classroom context predict changes in motivation over time, while also accounting for variability in the perceptions of the context based on initial motivation. Thus, we draw from expectancy-value theory (Eccles et al., 1983) to examine trajectories of expectancy for success and task values. We predicted that (a) students’ initial levels of motivation would shape their perceptions of the motivational climate in an introductory engineering course, and (b) that the perceived motivational climate would predict differences in year-long motivational trajectories.

Methods
Undergraduate students enrolled in 27 sections of an introductory engineering course in Fall 2017 (25% female; 74% White) completed three surveys (T1: start of fall, T2: end of fall, T3: end of spring) assessing perceived competence (Mamaril et al., 2016) and task values (interest, attainment, utility; Conley, 2012) in engineering. At T2, perceptions of the motivational climate in their introductory engineering course section (Jang et al., 2016; Midgley et al., 2000) were assessed based on two dimensions (derived from CFAs): positive motivational climate (autonomy support, competence support, instructor mastery goals) and perceived instructor performance goals. CFAs indicated acceptable model fit and strict measurement invariance over time.

Results
Linear second-order latent growth curve models fit the data well and indicated that, on average, students began the academic year with relatively high motivation (3.65 to 4.54 on a 5-point scale), but motivation significantly declined across the year (average slopes -0.09 to -0.17).
Next, perceived motivational climate variables were added to the model as outcomes of initial motivation and predictors of slope. In all four models, students’ T1 motivation was associated with their mid-semester perceptions of the motivational climate. Students with higher T1 attainment value perceived higher levels of both positive motivational climate and instructor performance goals in their classroom. Students with higher perceived competence and interest value viewed the motivational climate more positively, but exhibited no differences in their perceptions of instructors’ performance goals. Lastly, students’ initial levels of utility value were only marginally associated with their perceptions of the motivational climate.
Perceived motivational climate was also associated with changes in motivation: positive motivational climate predicted more positive slopes in all four constructs. Higher perceptions of instructors’ performance goals predicted steeper declines in perceived competence, interest value, and utility value.

Discussion
Consistent with prior research, we identified average declines in motivation among college engineering students during a key time for shaping their career pursuits. Not only did students’ initial motivations predict their perceptions of the course motivational climate, but even when controlling for these relations, the perceived motivational climate predicted students’ motivational development. Interestingly, four motivation constructs showed unique patterns of relations to perceived motivational climate, suggesting the need for careful consideration of students’ unique motivational needs in designing interventions to support STEM persistence.

Authors

• Kristy A. Robinson, McGill University

• Krystal Lira, Michigan State University

• S. Patrick Walton, Michigan State University

• Daina Briedis, Michigan State University

• Lisa Linnenbrink-Garcia, Michigan State University