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Self-efficacy, Motivation and Approaches to Studying: A longitudinal study of Y and how engineering students perceive their studies and transition to work
Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
2009 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Självtillit, motivation och studieansatser : En longitudinell studie om hur civilingenjörsstudenter upplever sina studier och övergång till arbetsliv (Swedish)
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 [en]
Longitudinal study, approach to studying, motivation, self-efficacy, higher education, student influence
Keyword [sv]
Longitudinell studie, studiesätt, motivation, self-efficacy, högre utbildning, studentpåverkan
National Category
Psychology
Identifiers
URN: urn:nbn:se:liu:diva-20433ISBN: 978-91-7393-590-6 (print)OAI: oai:DiVA.org:liu-20433DiVA: diva2:234363
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
List of papers
1. Opportunities of student influence as a context for the development of engineering students' study motivation
Open this publication in new window or tab >>Opportunities of student influence as a context for the development of engineering students' study motivation
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
Keyword
Higher education, intrinsic motivation, self-efficacy, student influence
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-20427 (URN)10.1007/s11218-007-9037-8 (DOI)
Projects
'Y-projektet'
Available from: 2009-09-08 Created: 2009-09-08 Last updated: 2017-12-13Bibliographically approved
2. A longitudinal study of engineering students’ approaches to their studies
Open this publication in new window or tab >>A longitudinal study of engineering students’ approaches to their studies
2008 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 27, no 3, 201-214 p.Article in journal (Refereed) Published
Abstract [en]

 

This longitudinal study draws on data from a larger project and examines how students’ perceptions of their opportunities to influence their study environment may be enacted in approaches aimed at influencing their studies, and whether this changes during the course of their studies. Ten students from a 4.5-year Master’s programme in Engineering were studied throughout their education by means of semi-structured in-depth interviews, which were analysed thematically. The results indicate that students’ perceptions of their study environment were enacted in three approaches aimed at influencing their study environment: (i) to adapt to the environment and to study alone;(ii) to try to change the programme, to create an individual curriculum and to interact with teachers; and (iii) to cooperate with their peers. The thematic analysis suggests that students’ perceptions of their study environment were enacted in the different approaches and that these changed along with external demands in the programme.

 

Place, publisher, year, edition, pages
Abingdon: Routledge, 2008
Keyword
approach to studying; student influence; study strategy; thematic analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-18048 (URN)10.1080/07294360802183770 (DOI)
Available from: 2009-06-08 Created: 2009-05-04 Last updated: 2017-12-13Bibliographically approved
3. Effects of the CDIO curriculum on engineering students’ experiences of their study  environment
Open this publication in new window or tab >>Effects of the CDIO curriculum on engineering students’ experiences of their study  environment
2006 (English)In: World Transactions on Engineering and Technology Education, ISSN 1446-2257, Vol. 5, no 2, 357-360 p.Article in journal (Refereed) Published
Abstract [en]

The focus of this paper will be engineering students’ experiences of their 2nd, 3rd and 4th years of their program. In 1999 the implementation of the CDIO curriculum started and in 2002 the first project based course, which was compliant with the CDIO philosophy, was introduced during the 1st and 3rd study year. Results are based on responses from three questionnaires given to all registered students, in all four cohorts, in the beginning of their 3rd, 4th and 5th year. In total, 664 questionnaire answers were received. In this study, the focus is on the following areas: (1) satisfaction with study results; (2) estimated work and perceived workload; (3) aspects of study related health; and (4) influence and cooperation with teachers and peer students. Comparisons are made within cohorts over time and between cohorts with regard to students’ self reported experiences in these areas. Results indicated that there were significant differences in some of the areas between cohorts that had not studied in a project-based approach and students who had done so. As the 1998 and 1999 cohorts did not followed the CDIO curriculum whereas the 2000 and 2002 cohorts did, differences between the cohorts in various areas can be related to the implementation of the CDIO curriculum.

Place, publisher, year, edition, pages
UICEE, 2006
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-20430 (URN)
Projects
'Y-projektet'
Available from: 2009-09-08 Created: 2009-09-08 Last updated: 2009-09-09Bibliographically approved
4. Engineering students experiences of becoming an engineer
Open this publication in new window or tab >>Engineering students experiences of becoming an engineer
2010 (English)Article in journal (Other academic) Submitted
Abstract [en]

The focus is on how students construct, deconstruct and reconstruct the meaning of being an engineering student and of becoming an engineer in relation to the concept of employability. Four cohorts of students in a Masters program in Engineering were monitored annually with a “follow up” one year after graduation. Results show that there were differences in the way students talked about their curricular design, career plans, job search, becoming an employee and employable, and job satisfaction. Throughout the interviews certain turning points were identified, where the students had to make various decisions. Many students argued that generic skills and cultural values are best learned in extra-curricular activities and in work contexts, and that doing a thesis project in a firm was the best learning experience . During this thesis process students became conscious of their valuable employability skills, which in the job search process were a good thesis project; a diploma from the program, self-efficacy, problem-solving skills and a broad knowledge base.  On the job, the most valuable acquired key skills were considered to be mathematics and subject specific knowledge; problem solving skills; time management skills; learning skills; and, an ability to manage stress and heavy workloads.

Keyword
Employability; engineering; higher education; longitudinal study; transition
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-20431 (URN)
Projects
'Y-projektet'
Available from: 2009-09-08 Created: 2009-09-08 Last updated: 2010-04-16Bibliographically approved

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