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Opportunities of student influence as a context for the development of engineering students' study motivation
Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
2008 (English)In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 11, no 1, 79-94 p.Article in journal (Refereed) Published
Abstract [en]

This longitudinal paper draws on data from a larger ongoing project and examineshow students conceive of their opportunities to influence their study environment and how thismay be related to their self-efficacy beliefs and their study motivation. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured in-depth interviews of 10 students of a Masters Program in Engineering. The results indicate that most students had confidence in their opportunities to influence their study environment and believed influencing could increase self-efficacy beliefs and study motivation. The high content of problem solving in courses was the principal motivator. Students that either perceived their opportunities to influence the study environment as not highly important or as satisfactorywere more motivated and performed better than other students. Findings have implications for students’ motivation and performance if educators inform students of their formal and informal opportunities to influence their study environment.

Place, publisher, year, edition, pages
Springer , 2008. Vol. 11, no 1, 79-94 p.
Keyword [en]
Higher education, intrinsic motivation, self-efficacy, student influence
National Category
Psychology
Identifiers
URN: urn:nbn:se:liu:diva-20427DOI: 10.1007/s11218-007-9037-8OAI: oai:DiVA.org:liu-20427DiVA: diva2:234355
Projects
'Y-projektet'
Available from: 2009-09-08 Created: 2009-09-08 Last updated: 2017-12-13Bibliographically approved
In thesis
1. Self-efficacy, Motivation and Approaches to Studying: A longitudinal study of Y and how engineering students perceive their studies and transition to work
Open this publication in new window or tab >>Self-efficacy, Motivation and Approaches to Studying: A longitudinal study of Y and how engineering students perceive their studies and transition to work
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Självtillit, motivation och studieansatser : En longitudinell studie om hur civilingenjörsstudenter upplever sina studier och övergång till arbetsliv
Abstract [en]

The aim of this thesis is to explore the experiences of four cohorts of students from their first semester until one year after graduation, with the focus on how they perceive their opportunities to influence their study conditions transition to work. The study has a longitudinal design. Data collected from students in a MSc programme in engineering started in the first semester and continued yearly until one year after graduation and consisted of questionnaires and interviews. Results indicate that students’ perceptions of their opportunities to influence their study conditions is related to their self-efficacy and motivation; strategies they use and approaches to studying they adopt. Students adopt an adaptive approach, based on the perception that the programme is supposed to be demanding and that students should accept and adapt to the conditions of the programme; a critical approach, based on the perception that difficult conditions are negative because they make it hard to reflect on what is studied; or a cooperative approach, based on the perception that cooperation with peers is important. Quantitative results show that cohorts who studied project-based courses cooperate significantly more with peer students than cohorts who study in conventional courses. Students with most project based courses experienced workload and social support in different ways than other students.

The final study on students’ transition to work show that students who study in many project-based courses are more prepared to work than students who study conventional courses. The overall findings indicate that it is important to integrate psychological, social and individual ways of interpreting the student experiences of their studies and transition to work.

Abstract [sv]

Syftet med avhandlingen är att utforska fyra studentkohorters erfarenheter frånderas första termin till ett år efter deras examen, med fokus på hur de uppleversina möjligheter att påverka sina studieförhållanden samt erfarenheter av att blianställningsbara. Avhandlingen baserar sig på en longitudinell studie.Datainsamlingen från studenter på Civilingenjörsprogrammet för Teknisk fysikoch elektroteknik påbörjades första terminen och pågick årligen till ett år efter attde tagit examen och bestod av frågeformulär och intervjuer. Resultaten visar attstudenternas upplevelser av sina möjligheter att påverka sina studieförhållanden ärrelaterade till deras självtillit (self-efficacy) och motivation; de strategier som deanvänder och de studieansatser som de antar. Studenter antar en adaptivstudieansats, baserad på uppfattningen att programmet ska vara krävande och attstudenter ska acceptera och anpassa sig till programmets förhållanden; en kritiskstudieansats, baseras på uppfattningen att svåra studieförhållanden är negativaeftersom de gör det svårt för studenten att reflektera över det som studeras; elleren kooperativ studieansats, baserad på uppfattningen att samarbete medstudiekamrater är viktigt. Kvantitativa resultat visar att årskullar som läserprojektbaserade kurser samarbetar mer med studiekamrater än årskullar som läserkonventionella kurser. Vidare upplevde studenter med flest projektbaserade kurserarbetsbelastningen och det sociala stödet på andra vis än övriga studenter. Densista studien om studenters övergång till arbetsliv visade att årskullar som läserprojektbaserade kurser känner sig mer redo att börja arbeta än årskullar som läserkonventionella kurser. De övergripande resultaten visar att det är viktigt attintegrera psykologiska, sociala och individuella sätt att tolka studenterserfarenheter av sina studier och övergång till arbetslivet.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2009. 59 + papers 1-4 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 485Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 143
Keyword
Longitudinal study, approach to studying, motivation, self-efficacy, higher education, student influence, Longitudinell studie, studiesätt, motivation, self-efficacy, högre utbildning, studentpåverkan
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-20433 (URN)978-91-7393-590-6 (ISBN)
Public defence
2009-09-25, Eklundska salen (I:101), Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2009-09-09 Created: 2009-09-08 Last updated: 2014-09-29Bibliographically approved

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Jungert, Tomas

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