Key success factors in cultivating students’ learning motivation

• Autores: Chich-Jen Shieh, Su Zhifang, Shang-Pao Yeh
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 30, no. Extra 2, 2014, págs. 326-332
• Idioma: inglés
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• Resumen

  • Engineering Education focuses not simply on the theories and principles in the curriculum, but stresses the instructional applicationand practice. In this case, with a designed curriculum the students in Engineering Education often precede learning and acquire thenecessary knowledge. In the learning process, many students have reduced learning motives because of the passive learning and theycan even become learning-dodgers. Nevertheless, there are some students who keep their learning motives. Looking at the differencebetween such motives and the learning process, this study aims to understand the approach of the students in Engineering Educationwho keep their learning motives and the factors involved in their motivational regulation strategies. Aimed at the factors in LearningMotivation, the AHP criteria established with the Delphi Method are organized by the consistent opinions of experts with repeatedenquiry, conclusions, and revision. The instructors in the Department of Electronic Engineering in the national universities in Taiwanhave distributed 110 copies of the questionnaires. A total of 83 valid copies have been retrieved, a retrieval rate of 75%. According tothe overall results of the evaluation criteria, among the key success factors in the students’ Learning Motivation acquired from thequestionnaire data, the top five emphasized criteria. Amongst 20 evaluation criteria, are the Teaching Approach, Commendation andConcern, the Control of Learning Strategy, Goal Setting, and Family Care and Support.