Motivational patterns in STEM education: A self-determination perspective on first year courses

Research output: Contribution to journalJournal articlepeer-review

Standard

Motivational patterns in STEM education : A self-determination perspective on first year courses. / Dyrberg Egemose, Nadja; Holmegaard, Henriette Tolstrup.

In: Research in Science & Technological Education, Vol. 37, No. 1, 05.01.2018, p. 90-109.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Dyrberg Egemose, N & Holmegaard, HT 2018, 'Motivational patterns in STEM education: A self-determination perspective on first year courses', Research in Science & Technological Education, vol. 37, no. 1, pp. 90-109. https://doi.org/10.1080/02635143.2017.1421529

APA

Dyrberg Egemose, N., & Holmegaard, H. T. (2018). Motivational patterns in STEM education: A self-determination perspective on first year courses. Research in Science & Technological Education, 37(1), 90-109. https://doi.org/10.1080/02635143.2017.1421529

Vancouver

Dyrberg Egemose N, Holmegaard HT. Motivational patterns in STEM education: A self-determination perspective on first year courses. Research in Science & Technological Education. 2018 Jan 5;37(1):90-109. https://doi.org/10.1080/02635143.2017.1421529

Author

Dyrberg Egemose, Nadja ; Holmegaard, Henriette Tolstrup. / Motivational patterns in STEM education : A self-determination perspective on first year courses. In: Research in Science & Technological Education. 2018 ; Vol. 37, No. 1. pp. 90-109.

Bibtex

@article{16b9a616a73f4dadbe2d10eb629ce46b,
title = "Motivational patterns in STEM education: A self-determination perspective on first year courses",
abstract = "Background: The high rates of attrition in STEM (science, technology, engineering and mathematics) programmes causes concern over a future shortage of graduates entering STEM careers. Students{\textquoteright} first year experiences critically affect their motivation and are therefore also critical components of students{\textquoteright} academic success in terms of retention, learning and subsequent performance. Purpose: This study explores STEM students{\textquoteright} encounters with an interdisciplinary first year. Specifically, motivational patterns towards learning in two introductory courses followed by students from multiple study programmes are investigated. Sample: 173 Danish undergraduate students enrolled in three science programmes: biomedicine; biochemistry and molecular biology; and physics. Design and methods: Within the framework of Self-Determination Theory, a measure of autonomous and controlled motivation forms the basis for quantitative analyses (n = 173). A qualitative thematic analysis of students{\textquoteright} open responses further supplements and gives nuance to the findings. Results: The motivational pattern of physics students is found to differ significantly from that of biochemistry and molecular biology (BMB) students and biomedicine students. The comments reveal that some students struggle to realise the relevance of the course content for their chosen study programme to an extent that makes them reconsider their study choice. Conclusions: The study offers input to the discussion of how to present inter- and/or multidisciplinarity to students and points to implications on two levels: curriculum design and course content. The findings are of importance to educational planners, decision-makers and teachers dealing with the motivational range that exists within their courses.",
keywords = "Higher education, drop-out, first year curriculum, motivation, self-determination theory",
author = "{Dyrberg Egemose}, Nadja and Holmegaard, {Henriette Tolstrup}",
year = "2018",
month = jan,
day = "5",
doi = "10.1080/02635143.2017.1421529",
language = "English",
volume = "37",
pages = "90--109",
journal = "Research in Science & Technological Education",
issn = "0263-5143",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Motivational patterns in STEM education

T2 - A self-determination perspective on first year courses

AU - Dyrberg Egemose, Nadja

AU - Holmegaard, Henriette Tolstrup

PY - 2018/1/5

Y1 - 2018/1/5

N2 - Background: The high rates of attrition in STEM (science, technology, engineering and mathematics) programmes causes concern over a future shortage of graduates entering STEM careers. Students’ first year experiences critically affect their motivation and are therefore also critical components of students’ academic success in terms of retention, learning and subsequent performance. Purpose: This study explores STEM students’ encounters with an interdisciplinary first year. Specifically, motivational patterns towards learning in two introductory courses followed by students from multiple study programmes are investigated. Sample: 173 Danish undergraduate students enrolled in three science programmes: biomedicine; biochemistry and molecular biology; and physics. Design and methods: Within the framework of Self-Determination Theory, a measure of autonomous and controlled motivation forms the basis for quantitative analyses (n = 173). A qualitative thematic analysis of students’ open responses further supplements and gives nuance to the findings. Results: The motivational pattern of physics students is found to differ significantly from that of biochemistry and molecular biology (BMB) students and biomedicine students. The comments reveal that some students struggle to realise the relevance of the course content for their chosen study programme to an extent that makes them reconsider their study choice. Conclusions: The study offers input to the discussion of how to present inter- and/or multidisciplinarity to students and points to implications on two levels: curriculum design and course content. The findings are of importance to educational planners, decision-makers and teachers dealing with the motivational range that exists within their courses.

AB - Background: The high rates of attrition in STEM (science, technology, engineering and mathematics) programmes causes concern over a future shortage of graduates entering STEM careers. Students’ first year experiences critically affect their motivation and are therefore also critical components of students’ academic success in terms of retention, learning and subsequent performance. Purpose: This study explores STEM students’ encounters with an interdisciplinary first year. Specifically, motivational patterns towards learning in two introductory courses followed by students from multiple study programmes are investigated. Sample: 173 Danish undergraduate students enrolled in three science programmes: biomedicine; biochemistry and molecular biology; and physics. Design and methods: Within the framework of Self-Determination Theory, a measure of autonomous and controlled motivation forms the basis for quantitative analyses (n = 173). A qualitative thematic analysis of students’ open responses further supplements and gives nuance to the findings. Results: The motivational pattern of physics students is found to differ significantly from that of biochemistry and molecular biology (BMB) students and biomedicine students. The comments reveal that some students struggle to realise the relevance of the course content for their chosen study programme to an extent that makes them reconsider their study choice. Conclusions: The study offers input to the discussion of how to present inter- and/or multidisciplinarity to students and points to implications on two levels: curriculum design and course content. The findings are of importance to educational planners, decision-makers and teachers dealing with the motivational range that exists within their courses.

KW - Higher education

KW - drop-out

KW - first year curriculum

KW - motivation

KW - self-determination theory

U2 - 10.1080/02635143.2017.1421529

DO - 10.1080/02635143.2017.1421529

M3 - Journal article

VL - 37

SP - 90

EP - 109

JO - Research in Science & Technological Education

JF - Research in Science & Technological Education

SN - 0263-5143

IS - 1

ER -

ID: 188120075