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Changes in motivation and its relationship with academic performance among first-year chemical engineering students

Lack of motivation is one of the grounds for dropouts among engineering students. Although developing students’ motivation is notable for its importance in engineering education, changes in students’ motivation over time have not been fully explored. By adopting Self-Determination Theory, this study...

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Main Authors: Foong, Chan Choong, Liew, Peng Yen, Lye, An Jie
Format: Article
Published: Elsevier B.V. 2022
Subjects:
T Technology (General)
Online Access:http://eprints.utm.my/103535/
http://dx.doi.org/10.1016/j.ece.2021.11.002
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spelling my.utm.1035352023-11-14T06:38:56Z http://eprints.utm.my/103535/ Changes in motivation and its relationship with academic performance among first-year chemical engineering students Foong, Chan Choong Liew, Peng Yen Lye, An Jie T Technology (General) Lack of motivation is one of the grounds for dropouts among engineering students. Although developing students’ motivation is notable for its importance in engineering education, changes in students’ motivation over time have not been fully explored. By adopting Self-Determination Theory, this study examined the changes in engineering students’ motivation over six months and assessed the correlations between motivation and academic performance. A cohort of forty-six (n = 46) first-year chemical engineering students from a public university in Malaysia participated in this study. By using the Academic Motivation Scale, amotivation, extrinsic motivation, and intrinsic motivation of the students over six months were examined. In addition, correlations between motivation and academic performance were assessed. The students’ motivation generally remained unchanged after engaging in their studies for 6 months, except the extrinsic motivation – external regulation significantly increased. The students demonstrated the least amotivation, but they were most motivated “to have a good life later on”. The extrinsic motivation was significantly correlated with students’ first-semester academic performance while the intrinsic motivation – to experience stimulation was significantly correlated with students’ second-semester academic performance. First-year engineering students did not develop higher motivation after enroling in the programme, hence there is a need for motivation enhancement. Elsevier B.V. 2022 Article PeerReviewed Foong, Chan Choong and Liew, Peng Yen and Lye, An Jie (2022) Changes in motivation and its relationship with academic performance among first-year chemical engineering students. Education for Chemical Engineers, 38 (NA). pp. 70-77. ISSN 1749-7728 http://dx.doi.org/10.1016/j.ece.2021.11.002 DOI : 10.1016/j.ece.2021.11.002
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic T Technology (General)
spellingShingle T Technology (General)
Foong, Chan Choong
Liew, Peng Yen
Lye, An Jie
Changes in motivation and its relationship with academic performance among first-year chemical engineering students
description Lack of motivation is one of the grounds for dropouts among engineering students. Although developing students’ motivation is notable for its importance in engineering education, changes in students’ motivation over time have not been fully explored. By adopting Self-Determination Theory, this study examined the changes in engineering students’ motivation over six months and assessed the correlations between motivation and academic performance. A cohort of forty-six (n = 46) first-year chemical engineering students from a public university in Malaysia participated in this study. By using the Academic Motivation Scale, amotivation, extrinsic motivation, and intrinsic motivation of the students over six months were examined. In addition, correlations between motivation and academic performance were assessed. The students’ motivation generally remained unchanged after engaging in their studies for 6 months, except the extrinsic motivation – external regulation significantly increased. The students demonstrated the least amotivation, but they were most motivated “to have a good life later on”. The extrinsic motivation was significantly correlated with students’ first-semester academic performance while the intrinsic motivation – to experience stimulation was significantly correlated with students’ second-semester academic performance. First-year engineering students did not develop higher motivation after enroling in the programme, hence there is a need for motivation enhancement.
format Article
author Foong, Chan Choong
Liew, Peng Yen
Lye, An Jie
author_facet Foong, Chan Choong
Liew, Peng Yen
Lye, An Jie
author_sort Foong, Chan Choong
title Changes in motivation and its relationship with academic performance among first-year chemical engineering students
title_short Changes in motivation and its relationship with academic performance among first-year chemical engineering students
title_full Changes in motivation and its relationship with academic performance among first-year chemical engineering students
title_fullStr Changes in motivation and its relationship with academic performance among first-year chemical engineering students
title_full_unstemmed Changes in motivation and its relationship with academic performance among first-year chemical engineering students
title_sort changes in motivation and its relationship with academic performance among first-year chemical engineering students
publisher Elsevier B.V.
publishDate 2022
url http://eprints.utm.my/103535/
http://dx.doi.org/10.1016/j.ece.2021.11.002
_version_ 1783876378421100544
score 13.211869

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