The relationship between perceived instrumentality, interest and transformative experiences in online engineering

References

• Alexander, P. A., & Murphy, P. K. (1998). Profiling the differences in students’ knowledge, interest, and strategic processing. Journal of Educational Psychology, 90(3), 435. doi:10.1037/0022-0663.90.3.435
   Web of Science ®Google Scholar
• Alongi, M. D., Heddy, B. C., & Sinatra, G. M. (2016). Real-world engagement with controversial issues in history and social studies: Teaching for transformative experiences and conceptual change. JSSE-Journal of Social Science Education, 15(2), 26–41.
   Google Scholar
• Artino, A. R., & Jones, K. D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170–175. doi:10.1016/j.iheduc.2012.01.006
   Web of Science ®Google Scholar
• Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3), 146–151. doi:10.1016/j.iheduc.2009.02.001
   Web of Science ®Google Scholar
• Baillie, C., & Fitzgerald, G. (2000). Motivation and attrition in engineering students. European Journal of Engineering Education, 25(2), 145–155. doi:10.1080/030437900308544
   Google Scholar
• Broughton, S. H., Sinatra, G. M., & Nussbaum, E. M. (2013). ‘Pluto has been a planet my whole life!’ Emotions, attitudes, and conceptual change in elementary Students’ learning about Pluto’s reclassification. Research in Science Education, 43(2), 529–550. doi:10.1007/s11165-011-9274-x
   Web of Science ®Google Scholar
• Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. doi:10.1016/j.chb.2010.01.011
   Web of Science ®Google Scholar
• Dewey, J. (1989). Having an experience. In J. E. Boydston (Ed.), John Dewey: The later works, 1925–1953: Art as experience. Carbondale, IL: Southern Illinois University Press.
   Google Scholar
• Engle, R. A. (2012). The resurgence of research into transfer: An introduction to the final articles of the transfer strand. Journal of the Learning Sciences, 21(3), 347–352. doi:10.1080/10508406.2012.707994
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105–122. doi:10.1037/0022-0663.100.1.105
   Web of Science ®Google Scholar
• Harackiewicz, J. M., & Hulleman, C. S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4(1), 42–52. doi:10.1111/j.1751-9004.2009.00207.x
   Google Scholar
• Heddy, B., & Pugh, K. (2015). Bigger is not always better: Should educators aim for big transformative learning events or small transformative experiences? Journal of Transformative Learning, 3(1), 52–58.
   Google Scholar
• Heddy, B. C., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97(5), 723–744. doi:10.1002/sce.21072
   Web of Science ®Google Scholar
• Heddy, B. C., & Sinatra, G. M. (2017). Transformative parents: Facilitating transformative experiences and interest with a parent involvement intervention. Science Education, 101(5), 765–786. doi:10.1002/sce.21292
   Web of Science ®Google Scholar
• Heddy, B. C., Sinatra, G. M., Seli, H., Taasoobshirazi, G., & Mukhopadhyay, A. (2017). Making learning meaningful: facilitating interest development and transfer in at-risk college students. Educational Psychology, 37(5), 565–581. doi:10.1080/01443410.2016.1150420
   Web of Science ®Google Scholar
• Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologists, 41(2), 111–127. doi:10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Hilpert, J. C., Husman, J., & Carrion, M. L., (2014). Gender differences in engineering students’ imagined futures. Journal of Women and Minorities in Science and Engineering, 20(3), 197–209. doi:10.1615/JWomenMinorScienEng.2014007079
   Google Scholar
• Hilpert, J. C., Husman, J., Stump, G. S., Kim, W., Chung, W. T., & Duggan, M. A. (2012). Examining students’ future time perspective: Pathways to knowledge building. Japanese Psychological Research, 54(3), 229–240. doi:10.1111/j.1468-5884.2012.00525.x
   Web of Science ®Google Scholar
• Husman, J., Derryberry, W. P., Crowson, H. M., & Lomax, R. (2004). Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence. Contemporary Educational Psychology, 29(1), 63–66. doi:10.1016/S0361-476X(03)00019-5
   Web of Science ®Google Scholar
• Husman, J., & Hilpert, J. (2007). The intersection of students’ perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course. Zeitschrift für Pädagogische Psychologie, 21(3/4), 229–239. doi:10.1024/1010-0652.21.3.229
   Web of Science ®Google Scholar
• Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34(2), 113–125. [Database] doi:10.1207/s15326985ep3402_4
   Web of Science ®Google Scholar
• Ito, M., Guierres, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., … Watkins, S. C. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
   Google Scholar
• Jones, B. D., Paretti, M. C., Hein, S. F., & Knott, T. W. (2010). An analysis of motivation constructs with first-year engineering students: Relationships among expectancies, values, achievement, and career plans. Journal of Engineering Education, 99(4), 319–336. doi:10.1002/j.2168-9830.2010.tb01066.x
   Web of Science ®Google Scholar
• Koskey, K. L., Sondergeld, T. A., Stewart, V. C., & Pugh, K. J. (2018). Applying the mixed methods instrument development and construct validation process: The transformative experience questionnaire. Journal of Mixed Methods Research, 12(1), 95–122. doi:10.1177/1558689816633310
   Web of Science ®Google Scholar
• Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264–279. doi:10.1016/j.cedpsych.2010.04.004
   Web of Science ®Google Scholar
• Maltese, A. V., Melki, C. S., & Wiebke, H. L. (2014). The nature of experiences responsible for the generation and maintenance of interest in STEM. Science Education, 98(6), 937–962.
   Web of Science ®Google Scholar
• Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685.
   Web of Science ®Google Scholar
• Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424. doi:10.1037/0022-0663.85.3.424
   Web of Science ®Google Scholar
• Munoz-Merino, P. J., Molina, M. F., Munoz-Organero, M., & Kloos, C. D. (2014). Motivation and emotions in competition systems for education: An empirical study. IEEE Transactions on education, 57(3), 182–187. doi:10.1109/TE.2013.2297318
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus User’s Guide (8th ed.). Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Nelson, K. G., Shell, D. F., Husman, J., Fishman, E. J., & Soh, L. K. (2015). Motivational and self-regulated learning profiles of students taking a foundational engineering course. Journal of Engineering Education, 104(1), 74–100. doi:10.1002/jee.20066
   Web of Science ®Google Scholar
• Pugh, K. J. (2002). Teaching for transformative experiences in science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 104, 1101–1137. doi:10.1111/1467-9620.00198
   Web of Science ®Google Scholar
• Pugh, K. J. (2004). Newton’s laws beyond the classroom walls. Science Education, 88(2), 182–196. doi:10.1002/sce.10109
   Web of Science ®Google Scholar
• Pugh, K. J. (2011). Transformative experience: An integrative construct in the spirit of Deweyan pragmatism. Educational Psychologist, 46(2), 107–121. doi:10.1080/00461520.2011.558817
   Web of Science ®Google Scholar
• Pugh, K. J., Bergstrom, C. M., Heddy, B. C., & Krob, K. E. (2017). Supporting deep engagement: The teaching for transformative experiences in science (TTES) model. The Journal of Experimental Education, 85(4), 629–657. doi:10.1080/00220973.2016.1277333
   Web of Science ®Google Scholar
• Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L., Stewart, V. C., & Manzey, C. (2010). Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher’s experience. Cognition and Instruction, 28(3), 273–316. doi:10.1080/07370008.2010.490496
   Web of Science ®Google Scholar
• Renninger, K. A. & Su, S. (2012). Interest and its development. In R. M. Ryan (Eds.), Oxford handbook of human motivation (pp. 167–187). Oxford: Oxford University Press.
   Google Scholar
• Sheppard, S. D., Macatangay, K., Colby, A., & Sullivan, W. M. (2008). Educating engineers: Designing for the future of the field. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.
   Google Scholar
• Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50, 1–13.
   Web of Science ®Google Scholar
• Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34. doi:10.1080/03057267.2013.802463
   Web of Science ®Google Scholar
• Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning for early careers in science. Science, 312, 1143–1144.
   PubMed Web of Science ®Google Scholar
• Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 345–368.
   Google Scholar