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Student motivation is often undervalued in comparison to academic performance measures for evaluating changes in higher education. There is a need to consider the affective domain in reform, in addition to academic performance. The effect of student motivation toward short- and long-term goals on student actions is not well understood. To assess this need, two research questions are addressed: 1)...
The limited impact of many engineering education reforms may be due in part to treating engineering as a single monolithic discipline. We are using student motivation to characterize differences in engineering majors in order to inform educational practices and differences in student learning. Here we report on differences in student attitudes towards their engineering majors, elucidated through the...
In the current study, we present data from the administration of our third and final version of the PEAS-R instrument as well as a final set of items. We administered the scale to 980 engineering students in conjunction with established measures of student motivation and strategic learning. An item analysis and a principle axis analysis with an oblimin rotation indicated student responses to the items...
Engineering education is currently undergoing a transition toward increased constructivist practices and a new philosophy of education that recognizes the active role of the learner in constructing knowledge. To meet the demands of the changing landscape, our research team has been reworking the Pittsburgh engineering attitudes scale so that valid and reliable inferences can be made about engineering...
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