Comparison Between Electromechanical Engineering and Electrical Engineering Students in the Motivation to Choose the Higher Education Study Field (original) (raw)

The motivation to study: An analysis of the factors that motivate undergraduate engineering students

2018

The link between motivation and success is well documented; however, there is still room to problematise motivation in regards to the individual and contextual levels. This study looks at motivation in relation to students studying undergraduate engineering courses at a The University of the West Indies, St Augustine and seeks to discover the factors that motivate them to study and the factors that keep them motivated. An online questionnaire was constructed using 19 Likert-type questions and five questions that allowed for open-ended qualitative responses. The findings reveal that participants tended to be motivated by the increased possibility of desired future careers and tended to stay motivated by a combination of goal-orientation and family support. It is recommended that departments, faculties and institutions deliberate on shared and contextually constructed understandings of why students choose to enrol in particular university courses.

Analysis on the Lack of Motivation and Dropout in Engineering Students in Spain

IEEE Access

The dropout rate of engineering students is a concerning problem at the present time in many countries, resulting in difficulties to follow the demand of professionals in certain technological sectors as well as an associated negative economic impact. This study identifies a number of factors affecting the motivation degree of current electrical and computer engineering students, as well as the main reasons behind the dropout. A survey was completed by 624 students belonging to 8 different Spanish universities, rating the factors that could influence them to abandon their studies and those affecting their motivation to continue studying. Non-parametric analyses were performed in order to test the association of motivation as well as self-reported likelihood of dropping out with several variables. According to the research results, 23 of the 40 analyzed factors are correlated with the degree of motivation and 14 factors are correlated with the self-reported probability of dropping out. About 46% of the students declared to have thought about dropping out at some point in the past. Difficulty, followed by bad academic performance and negative relationships with professors are the main reasons for dropping out given by the students. Lack of vocation and distance to their home address were less frequent reasons.

The motivation to study: an analysis of undergraduate engineering students at a Caribbean university

Journal of Further and Higher Education, 2016

The link between motivation and success is well documented; however, there is still room to problematise motivation in regards to the individual and contextual levels. This study looks at motivation in relation to students studying undergraduate engineering courses at a The University of the West Indies, St Augustine and seeks to discover the factors that motivate them to study and the factors that keep them motivated. An online questionnaire was constructed using 19 Likert-type questions and five questions that allowed for open-ended qualitative responses. The findings reveal that participants tended to be motivated by the increased possibility of desired future careers and tended to stay motivated by a combination of goal-orientation and family support. It is recommended that departments, faculties and institutions deliberate on shared and contextually constructed understandings of why students choose to enrol in particular university courses.

What makes students enroll in engineering: A case study

2010

Recently, Engineering programs in the Middle East have witnessed a remarkable increase in students' enrollment. To investigate the motives behind such increase, three universities in Lebanon were targeted as a case study. A Likert-scaled survey measuring different types of influences and motives was completed by (n=387) undergraduate engineering students. The results showed that the genuine interest in the field was the main influence affecting the students' own decision. Also, the study examined various intrinsic and extrinsic motivational factors through four categories: personal growth, professional growth, social growth, and financial growth. The descriptive statistics of the measured items showed the professional growth including job satisfaction that improves the level of students' creativity in a challenging environment was the leading motivator for choosing engineering. The analysis discusses the identical importance for intrinsic and extrinsic factors which suggest the students' need for a balance between intrinsic and extrinsic driven prospects for a life time profession.

The Structure of Motivation for Mechanical Engineering Study at University of Zagreb

The paper aims to explore freshmens' reasons to study mechanical engineering at University of Zagreb. These reasons are framed mostly in terms of intrinsic and extrinsic motivation. In addition, the paper examines elements of motivational structure with respect to the selected independent variables of the sample. The obtained results indicate relative significance of some independent variables and slightly more pronounced importance of intrinsic motivation. Proceedings of TEAM 2015 - 7th International Scientific and Expert Conference of the International TEAM Society (p. 131-136)

Elements of Motivational Structure for Studying Mechanical Engineering

IAFOR Journal of Education, 2017

The article presents the findings on students' reasons for studying mechanical engineering. These reasons were covered in terms of extrinsic and intrinsic motivation additionally related to selected independent variables of the sample – students' secondary school Grade Point Average, their gender and the socio-economic status. The research was conducted with the first year students of the Faculty of Mechanical Engineering at the University of Zagreb, Croatia. The sample consisted of 282 students (228 males and 54 females) and comprised students of all majors. According to descriptive character of the questionnaire type survey characteristics of the sample are presented. Composite variables of extrinsic and intrinsic motivation were dichotomized to present different levels of the students' overall motivational structure. Results indicate a students' interest in the field of science and technology as the most important element of intrinsic motivation, with no significant relation to any of independent variables. By contrast, extrinsic motivation has manifested as significantly related to the variables of Grade Point Average and to parents' education as one component of the socio-economic status. However, a significant level of indecisive respondents regarding the both intrinsic and extrinsic motivation suggests that the choice of the study programme is not always a consistent and an unambiguous process.

Reasons stated by commencing students for studying engineering and technology

2012

Responses were collected from commencing engineering students and an inventory of reasons stated for electing to study engineering was developed. Commencing engineering students were strongly career oriented; they believed that engineering would be an interesting and rewarding career that would offer enjoyment and career options. No difference was found in the principal reasons stated by respondents based on gender or course of study.

Motivation in engineering education a framework supported by evaluation instruments and enhancement resources

2015 IEEE Global Engineering Education Conference (EDUCON), 2015

Motivation is a critical factor in the academic performance, especially in the EHEA context, where the active learning must be promoted. In the case of engineering education, it is particularly necessary to care the student motivation by several reasons. The difficulty of engineering degrees can hinder the motivation ofstudents and it can affect the high levéis of absenteeism and dropping out. Thus, it is important to work up frameworks to evalúate and enhance, in addition to technical competences, other competences such as motivation. This paper presents the definition of a motivational framework composed by several instruments, resources, mechanisms and technologies. It allows teachers and academic institutions to evalúate and enhance the motivation oftheir students. But the most innovative characteristic of the framework lies in the student side; it also allows students to self-evaluate and enhance their motivation by performing questionnaires, recommendations and complementary training activities. In order to valídate the proposed solutions, a case study has been successfully performed with 152 students ofthe Technical University of Madrid. The empirical experience has enabled to confirm the usefulness ofthe provided framework and to explore motivational aspects related with the engineering education.

What Motivates Students to Study Engineering? A Comparative Study between Males and Females in Saudi Arabia

2021

Motivation to study engineering in undergraduate study is of great importance to students. It encourages undergraduate students to enroll in an engineering program and continue their studies without dropping out. Male students enroll in engineering programs with large numbers compared to female students in many parts of the world. In Saudi Arabia, there were limited engineering programs for female students. In this research, the motivation to study engineering is studied and compared between male and female students in the College of Engineering at Prince Sultan University, the first private university in Saudi Arabia. The study was conducted through a detailed survey distributed to 41 male engineering management students and 45 female architectural engineering students. These students’ performance and experience were considered and compared considering their gender to evaluate their persistence toward engineering study. According to the results obtained, the highest degree of the p...

Analysis of Learning Motivation in Industrial Engineering Teaching in University of Extremadura (Spain)

Sustainability

Motivational orientations predispose and condition behaviour, and determine the degree of assimilation of concepts by students during their training stage. Knowing them allows professors to conduct their lessons in order to favour maximum achievement for students. The objective of this work is to evaluate the motivation that guides the learning process of Industrial Engineering students at the University of Extremadura (Spain). About three quarters of the students present a high motivation for learning; half of them tend to be result-oriented and less than 10% show a high level of fear of failure. Homogeneous groups were formed based on the level of each dimension, and influential teaching methodologies were discussed. Therefore, it is possible to create a context that favors the acquisition of knowledge by students according to their motivations, and thus achieve maximum academic performance from them. The results shown here may be interesting for the design of promotional activiti...