Undergraduate Engineering Students’ Motivation, Self-Efficacy, and Student Adjustment in Relation to Engineering Identity and Academic Achievement

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Abstract

The paper was focused on how academic motivation, self-efficacy, and student adjustment to college explain students’ engineering identity and GPAs in an engineering context. 141 participants were recruited from Manhattan College. The inclusion criteria included students who were 18 years of age or older and English speakers. Measures included a demographic questionnaire, engineering identity scale, academic motivation scale, general self-efficacy scale, and student adjustment to college questionnaire. Analysis included descriptive statistics, Pearson correlation, and regression analyses. The results suggested that academic motivation, especially intrinsic motivation, self-efficacy, and personal-emotional adjustment, played a crucial role in forming engineering identity but had limited influence on academic performance as measured by GPA. Only social adjustment was positively associated with college students’ GPAs.

Authors

• Yifan Wang, Fordham University

• Yi Ding, Fordham University

• Qian Wang, Manhattan College

• Alesia Mickle Moldavan, Georgia Southern University