Research Initiation Grant: Exploring the Disconnect between Self Determination Theory and the Engineering Classroom Environment

Florida Atlantic University, Boca Raton FL

Investigators

Abstract

The proposed work is an empirical investigation to explore the effectiveness of the Self- Determination Theory (SDT) in the context of undergraduate engineering education. It is hypothesized that there is a disconnect between the principles outlined in SDT and the actual classroom environment, thus creating a barrier to intrinsic motivation needed for student learning. Accordingly, the primary objectives will be to (i) assess the Faculty knowledge of SDT; (ii) develop a measurement framework to assess the classroom environment as it relates to SDT; and (iii) determine the association among Faculty knowledge of SDT, student motivation, learning environment, and student learning. The research design and measurement framework are developed through a meaningful collaboration between the researchers from Engineering, Psychology, and Education. This takes advantage of current standards and techniques employed in the field of Social-Cognitive Psychology. The research questions answered through this project are valuable in developing reform strategies for engineering education, and can also serve as a future model for other STEM disciplines. The broader objectives of the project support the NSF?s strategic goals of transforming the frontiers by preparing a better engineering workforce with new capabilities and expertise. Also the NSF goal of innovating for society is achieved by producing research-based results that may be useful in informing educational policy and practices.