Expectancies and Values Discussed by Transfer Engineering Students When Providing Advice to Peers

• In Event: The Role of Motivation Among Middle and Postsecondary Students

Abstract

Situated Expectancy-Value Theory (SEVT) has guided research on students’ motivational beliefs and academic outcomes for decades (Eccles & Wigfield, 2020). The present study incorporates SEVT to understand the motivational beliefs of engineering transfer students, as well as the strategies that these students use in order to achieve their academic goals. Transfer engineering students (n = 39) created peer-advice videos (n = 121) for community college students in engineering courses. These videos revealed that students considered multiple expectancies and values, particularly when discussing their learning goals. These findings are important for higher education institutions and administrators because they provide insight into how to best support engineering students as they make the transition from community college to four-year university.

Authors

• Hye Rin Lee, University of Delaware
  Presenting Author

• Kevin Francisco Ramirez, University of California - Irvine
  Presenting Author

• Kaidan Yang, Harvard University
  Non-Presenting Author

• Teomara Rutherford, University of Delaware
  Non-Presenting Author

• Jacquelynne S. Eccles, University of California - Irvine
  Non-Presenting Author