The Role of Intrinsic Goal Orientation, Self-Efficacy, and E-Learning Practice in Engineering Education

Research on academic self-regulation suggests that students who are successful in academic settings tend to possess and use effective self-regulative learning characteristics such as intrinsic goal orientation and self-efficacy. Social-cognitive theories also emphasize that learning occurs through interactions between learners and the learning environment. For example, it is possible that students’ learning is partially influenced by the interaction between their intrinsic motivation and selfefficacy levels and their performance in a self-paced e-learning environment. This study was conducted to explore the role that students’ intrinsic goal orientation, self-efficacy, and e-learning practice have on learning in an introductory engineering class. The results showed that students significantly improved learning by the end of the course and that students’ intrinsic goal orientation and e-learning practice made significant contributions to their learning. Implications of the results, limitations of the study, and recommendations for future research are discussed at the end.

[1]  George M. Bodner,et al.  Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students , 2006 .

[2]  John E. Mitchell,et al.  Case Study of the Introduction of Problem-Based Learning in Electronic Engineering , 2008 .

[3]  B. Zimmerman,et al.  Self-regulated learning and academic achievement: Theory, research, and practice. , 1989 .

[4]  Moshe Hartman,et al.  Leaving Engineering: Lessons from Rowan University's College of Engineering , 2006 .

[5]  John Hansen.  Using SPSS for Windows and Macintosh: Analyzing and Understanding Data , 2005 .

[6]  Robert M. Gagné,et al.  The Conditions of Learning: Training Applications , 1995 .

[7]  Carolyn Pillers Dobler,et al.  SPSS for Introductory Statistics: Use and Interpretation (2nd ed.)/SPSS For Intermediate Statistics: Use and Interpretation (2nd ed.) , 2005 .

[8]  D. F. Morrison,et al.  Multivariate Statistical Methods , 1968 .

[9]  Maria L. H. Low,et al.  Engineering Visualization and Modeling: Teaching and Management Using the IT Approach , 2004 .

[10]  Leonhard E. Bernold,et al.  Understanding Our Students: A Longitudinal‐Study of Success and Failure in Engineering With Implications for Increased Retention , 2007 .

[11]  R. Warner.  Applied Statistics: From Bivariate through Multivariate Techniques [with CD-ROM]. , 2007 .

[12]  B. Schmitz,et al.  Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes , 2009 .

[13]  Albert Bandura,et al.  Exercise of personal and collective efficacy in changing societies , 1995 .

[14]  Linda C. Schmidt,et al.  Longitudinal relations of self-efficacy to outcome expectations, interests, and major choice goals in engineering students , 2008 .

[15]  Karim J. Nasr,et al.  Impact Assessment of Problem-Based Learning in an Engineering Science Course , 2008 .

[16]  L. Sommaruga,et al.  Competence-based blended learning in building automation: towards a EU curriculum in ‘Domotica’ , 2007 .

[17]  E. Deci,et al.  Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation , 2006 .

[18]  W. McKeachie,et al.  The Making of the Motivated Strategies for Learning Questionnaire , 2005 .

[19]  P. Pintrich.  A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students , 2004 .

[20]  Neil Salkind,et al.  Using SPSS for Windows and Macintosh : Analyzing and Understanding Data , 2004 .

[21]  Min Liu.  The Effect of a Hypermedia Learning Environment on Middle School Students' Motivation, Attitude, and Science Knowledge , 2005 .

[22]  D. Schunk.  Social Cognitive Theory and Self-Regulated Learning , 1989 .

[23]  Harry S. Ku,et al.  The process of updating engineering management science in an Australian regional university excellence in developing e-learning , 2007 .

[24]  B. Zimmerman,et al.  Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning. , 2004 .

[25]  Mark R. Young.  The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning , 2005, Journal of Marketing Education.

[26]  N. Leech,et al.  SPSS for Intermediate Statistics : Use and Interpretation, Second Edition , 2004 .

[27]  Luís Ribeiro.  Electrical Engineering Students Evaluate Problem-Based Learning (PBL): , 2008 .

[28]  Jennifer A. Lyke,et al.  Cognition in Context: Students’ Perceptions of Classroom Goal Structures and Reported Cognitive Strategy Use in the College Classroom , 2006 .

[29]  Radhika Santhanam,et al.  Using Self-Regulatory Learning to Enhance E-Learning-Based Information Technology Training , 2008, Inf. Syst. Res..

[30]  Nancy E. Perry,et al.  Examining Features of Tasks and Their Potential to Promote Self-Regulated Learning. , 2004 .

[31]  P. Pintrich.  A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). , 1991 .

[32]  Irene F. Goodman.  Final Report of The Women's Experiences in College Engineering (WECE) Project. Executive Summary. , 2002 .

[33]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[34]  B. Zimmerman.  Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning , 2006 .

[35]  B. Zimmerman.  Models of Self-Regulated Learning and Academic Achievement , 1989 .

[36]  L. M. Kamp,et al.  Challenging e-learning: an evaluation of the STUDIO project at TU Delft , 2008 .

[37]  John R. Bourne,et al.  Online Engineering Education: Learning Anywhere, Anytime , 2005, Online Learning.

[38]  D. Schunk.  Self-Efficacy for Learning and Performance. , 1996 .

[39]  P. Pintrich.  Understanding self‐regulated learning , 1995 .

[40]  Nancy L. Leech,et al.  IBM SPSS for Intermediate Statistics: Use and Interpretation, Fifth Edition , 2014 .

[41]  R. Kuiper,et al.  ISSUES AND INNOVATIONS IN NURSING EDUCATION Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory , 2004 .

[42]  D. Schunk.  Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich , 2005 .