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

References

• ASPIRES. 2013. ASPIRES Final Report: ASPIRES – Young People’s Science and Career Aspirations, Age 10-14. London: King’s College. http://www.kcl.ac.uk/sspp/departments/education/research/aspires/ASPIRES-final-report-December-2013.pdf.
   Google Scholar
• Black, A. E., and E. L. Deci. 2000. “The Effects of Instructors’ Autonomy Support and Students’ Autonomous Motivation on Learning Organic Chemistry: A Self-Determination Theory Perspective.” Science Education 84 (6): 740–756. doi:10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Brinkworth, R., B. McCann, C. Matthews, and K. Nordström. 2009. “First Year Expectations and Experiences: Student and Teacher Perspectives.” Higher Education 58 (2): 157–173. doi:10.1007/s10734-008-9188-3.
   Web of Science ®Google Scholar
• Coll, R. K., and C. Eames. 2008. “Developing an Understanding of Higher Education Science and Engineering Learning Communities.” Research in Science & Technological Education 26 (3): 245–257. doi:10.1080/02635140802276413.
   Google Scholar
• European Commission. 2004. Increasing Human Resources for Science and Technology in Europe: Europe Needs More Scientists (Report of the High Level Group on Human Resources for Science and Technology in Europe). Luxembourg: Office for Official Publications of the European Communities. http://ec.europa.eu/research/conferences/2004/sciprof/pdf/final_en.pdf.
   Google Scholar
• Costello, A. B., and J. W. Osborne. 2005. “Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most from Your Analysis.” Practical Assessment, Research and Evaluation 10 (7): 1–9. http://pareonline.net/getvn.asp?v=10andn=7.
   Google Scholar
• González, A., V. Paoloni, D. Donolo, and C. Rinaudo. 2012. “Motivational and Emotional Profiles in University Undergraduates: A Self-Determination Theory Perspective.” The Spanish Journal of Psychology 15 (3): 1069–1080. doi:10.5209/rev_SJOP.2012.v15.n3.39397.
   PubMed Web of Science ®Google Scholar
• Harrison, M. 2012. Jobs and Growth: The Importance of Engineering Skills to the UK Economy (Royal Academy of Engineering Econometrics of Engineering Skills Project). London: Royal Academy of Engineering. http://www.raeng.org.uk/publications/reports/jobs-and-growth.
   Google Scholar
• Henriksen, E. K., J. Dillon, and J. Ryder, eds. 2015. Understanding Student Participation and Choice in Science and Technology Education. London: Springer.
   Google Scholar
• Hill, A. P. 2013. “Motivation and University Experience in First-Year University Students: A Self-Determination Theory Perspective.” Journal of Hospitality, Leisure, Sport and Tourism Education 13: 244–254. doi:10.1016/j.jhlste.2012.07.001.
   Web of Science ®Google Scholar
• Holmegaard, H. T., L. M. Madsen, and L. Ulriksen. 2014. “A Journey of Negotiation and Belonging: Understanding Students’ Transition to Science and Engineering in Higher Education.” Cultural Studies of Science Education 9 (3): 755–786. doi:10.1007/s11422-013-9542-3.
   Google Scholar
• Jantsch, E. 1972. “Inter- and Transdisciplinary University: A Systems Approach to Education and Innovation.” Higher Education 1 (1): 7–37. doi:10.1007/BF01956879.
   Web of Science ®Google Scholar
• Johannsen, B. F. 2012. “Attrition and Retention in University Physics: A Longitudinal Qualitative Study of the Interaction between First Year Students and the Study of Physics.” PhD diss., University of Copenhagen.
   Google Scholar
• Kusurkar, R. A., Th J Ten Cate, C. M. P. Vos, P. Westers, and G. Croiset. 2013. “How Motivation Affects Academic Performance: A Structural Equation Modelling Analysis.” Advances in Health Sciences Education 18 (1): 57–69. doi:10.1007/s10459-012-9354-3.
   PubMed Web of Science ®Google Scholar
• Lattuca, L. R., L. J. Voigt, and K. Q. Fath. 2004. “Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions.” The Review of Higher Education 28 (1): 23–48. doi:10.1353/rhe.2004.0028.
   Web of Science ®Google Scholar
• Lindvig, K., and L. Ulriksen. 2016. “Tilstræbt Og Realiseret Tværfaglighed I Universitetsundervisning [Aimed and Realised Interdisciplinarity in University Teaching].” Dansk Universitetspædagogisk Tidsskrift 11 (20): 5–13. http://ojs.statsbiblioteket.dk/index.php/dut/article/view/21168.
   Google Scholar
• Liu, W. C., C. K. J. Wang, Y. H. Kee, C. Koh, B. S. C. Lim, and L. Chua. 2014. “College Students’ Motivation and Learning Strategies Profiles and Academic Achievement: A Self-Determination Theory Approach.” Educational Psychology 34 (3): 338–353. doi:10.1080/01443410.2013.785067.
   Web of Science ®Google Scholar
• Michelsen, C., and N. R. Dyrberg. 2014. “Trefasemodellen: Didaktisk Planlægning Af Lokalprogression [the Three Phase Model: Didactical Planning of Local Progression].” Dansk Universitetspædagogisk Tidsskrift 9 (16): 18–30 http://ojs.statsbiblioteket.dk/index.php/dut/article/view/8830.
   Google Scholar
• Pinxten, M., T. De Laet, C. Van Soom, and G. Langie. 2015. “Fighting Increasing Dropout Rates in the STEM Field: The European ReadySTEMgo Project.” Paper presented at the 43rd Annual SEFI Conference, Orléans, France, July, 1–8.
   Google Scholar
• Ryan, R. M., and J. P. Connell. 1989. “Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains.” Journal of Personality and Social Psychology 57 (5): 749–761. doi:10.1037/0022-3514.57.5.749.
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemporary Educational Psychology 25 (1): 54–67. doi:10.1006/ceps.1999.1020.
   PubMed Web of Science ®Google Scholar
• Schunk, D. H., P. R. Pintrich, and J. L. Meece. 2008. Motivation in Education: Theory, Research, and Applications. 3rd ed. Upper Saddle River, NJ: Pearson/Merril Prentice Hall.
   Google Scholar
• Seymour, E., and N. M. Hewitt. 1997. Talking about Leaving: Why Undergraduates Leave the Sciences. Boulder: Westview Press.
   Google Scholar
• Shell, D. F., and L.-K. Soh. 2013. “Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses.” Journal of Science Education Technology 22 (6): 899–913. doi:10.1007/s10956-013-9437-9.
   Web of Science ®Google Scholar
• Sjøberg, S., and C. Schreiner. 2012. “Results and Perspectives from the ROSE Project: Attitudinal Aspects of Young People and Science in a Comparative Perspective.” In Science Education Research and Practice in Europe, edited by D. Jorde and J. Dillon, 203–236. Rotterdam: Sense Publishers.10.1007/978-94-6091-900-8
   Google Scholar
• The Organisation for Economic Co-operation and Development (OECD). 2008. Encouraging Student Interest in Science and Technology Studies. Paris: Global Science Forum.
   Google Scholar
• Tinto, V. 1987. Leaving College: Rethinking the Causes and Cures of Student Attrition. 1st ed. Chicago, IL: University of Chicago Press.
   Google Scholar
• Tinto, V. 2016. “Student Success Does Not Arise by Chance.” In Ten times the First Year: Reflections on Ten Years of the European First Year Experience Conference, edited by P. Bonne and D. Nutt, 151–160. Leuven: Lannoo Campus.
   Google Scholar
• Vallerand, R. J., and R. Blssonnette. 1992. “Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study.” Journal of Personality 60 (3): 599–620. doi:10.1111/j.1467-6494.1992.tb00922.x.
   Web of Science ®Google Scholar
• Vansteenkiste, M., E. Sierens, B. Soenens, K. Luyckx, and W. Lens. 2009. “Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters.” Journal of Educational Psychology 101 (3): 671–688. doi:10.1037/a0015083.
   Web of Science ®Google Scholar
• Vanthournout, G., D. Gijbels, L. Coertjens, V. Donche, and P. Van Petegem. 2012. “Students’ Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students’ Learning Strategies and Academic Motivation.” Education Research International, Article ID 152747: doi:10.1155/2012/152747.
   Google Scholar
• Walker, C. O., B. A. Greene, and R. A. Mansell. 2006. “Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement.” Learning and Individual Differences 16 (1): 1–12. doi:10.1016/j.lindif.2005.06.004.
   Web of Science ®Google Scholar
• Williams, G. C., and E. L. Deci. 1996. “Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory.” Journal of Personality and Social Psychology 70 (4): 767–779. doi:10.1037/0022-3514.70.4.767.
   PubMed Web of Science ®Google Scholar