Academic Motivation Types in STEM Undergraduates

Diana Sturges; Shainaz Landge; Christopher Niemec; Jessica Orvis; Dawn Tysinger

Academic Motivation Types in STEM Undergraduates

Diana Sturges, Shainaz Landge, Christopher Niemec, Jessica Orvis, Dawn Tysinger

Research output: Contribution to conference › Presentation

Abstract

This poster is geared towards university professors teaching undergraduate STEM classes. The study examined students’ academic motivation types: amotivation, extrinsic and intrinsic motivation based on the Self Determination Theory (SDT). The Self-Regulation Questionnaire was modified to compute a relative autonomy index (RAI) and was administered at the beginning and end of two consecutive semesters to undergraduate students enrolled in five classes: Principles of Chemistry I and II, Organic Chemistry I and II and Human Anatomy and Physiology I. 1,305 surveys (response rate 73%) were included in the data analysis. The poster will present the research design, instrumentation and results. Presenters will engage participants in conversations about the SDT, results of the study and implications for teaching STEM classes.

Original language	American English
State	Published - Mar 4 2016

Cite this

@conference{e3fb4aa149bf4f14b592d086bf14e230,

title = "Academic Motivation Types in STEM Undergraduates",

abstract = " This poster is geared towards university professors teaching undergraduate STEM classes. The study examined students{\textquoteright} academic motivation types: amotivation, extrinsic and intrinsic motivation based on the Self Determination Theory (SDT). The Self-Regulation Questionnaire was modified to compute a relative autonomy index (RAI) and was administered at the beginning and end of two consecutive semesters to undergraduate students enrolled in five classes: Principles of Chemistry I and II, Organic Chemistry I and II and Human Anatomy and Physiology I. 1,305 surveys (response rate 73%) were included in the data analysis. The poster will present the research design, instrumentation and results. Presenters will engage participants in conversations about the SDT, results of the study and implications for teaching STEM classes.",

author = "Diana Sturges and Shainaz Landge and Christopher Niemec and Jessica Orvis and Dawn Tysinger",

note = "Diana Sturges Dr, Shainaz Landge Dr, Christopher Niemec Dr, Jessica Orvis Dr, and Dawn Tysinger Dr, {"}Academic Motivation Types in STEM Undergraduates{"} (March 3, 2016). Georgia Scholarship of STEM Teaching & Learning Conference. Paper 19. source:http://digitalcommons.georgiasouthern.edu/stem/2016/2016/19",

year = "2016",

month = mar,

day = "4",

language = "American English",

}

TY - CONF

T1 - Academic Motivation Types in STEM Undergraduates

AU - Sturges, Diana

AU - Landge, Shainaz

AU - Niemec, Christopher

AU - Orvis, Jessica

AU - Tysinger, Dawn

N1 - Diana Sturges Dr, Shainaz Landge Dr, Christopher Niemec Dr, Jessica Orvis Dr, and Dawn Tysinger Dr, "Academic Motivation Types in STEM Undergraduates" (March 3, 2016). Georgia Scholarship of STEM Teaching & Learning Conference. Paper 19. source:http://digitalcommons.georgiasouthern.edu/stem/2016/2016/19

PY - 2016/3/4

Y1 - 2016/3/4

N2 - This poster is geared towards university professors teaching undergraduate STEM classes. The study examined students’ academic motivation types: amotivation, extrinsic and intrinsic motivation based on the Self Determination Theory (SDT). The Self-Regulation Questionnaire was modified to compute a relative autonomy index (RAI) and was administered at the beginning and end of two consecutive semesters to undergraduate students enrolled in five classes: Principles of Chemistry I and II, Organic Chemistry I and II and Human Anatomy and Physiology I. 1,305 surveys (response rate 73%) were included in the data analysis. The poster will present the research design, instrumentation and results. Presenters will engage participants in conversations about the SDT, results of the study and implications for teaching STEM classes.

AB - This poster is geared towards university professors teaching undergraduate STEM classes. The study examined students’ academic motivation types: amotivation, extrinsic and intrinsic motivation based on the Self Determination Theory (SDT). The Self-Regulation Questionnaire was modified to compute a relative autonomy index (RAI) and was administered at the beginning and end of two consecutive semesters to undergraduate students enrolled in five classes: Principles of Chemistry I and II, Organic Chemistry I and II and Human Anatomy and Physiology I. 1,305 surveys (response rate 73%) were included in the data analysis. The poster will present the research design, instrumentation and results. Presenters will engage participants in conversations about the SDT, results of the study and implications for teaching STEM classes.

UR - https://digitalcommons.georgiasouthern.edu/stem/2016/2016/19

M3 - Presentation

ER -

Academic Motivation Types in STEM Undergraduates

Abstract

Other files and links

Fingerprint

Cite this