Study of motivational constructs, learning orientations and goals affecting engineering students' learning process

Engineering is perceived to be a challenging course for many students. Their achievements are related to the efforts spent in pursuing their learning objectives. Their efforts are a function of their motivation and rewards. Inappropriate motivation does not promote autonomy and mastery. This paper presents the findings of a study of the interplay between motivational constructs, learning orientations and goals setting affecting students in the electrical and computer engineering program. Expectancy and value related motivations are explored using the Naylor-Pritchard-Ilgen theory of motivation. Results from this study can be used to encourage students to adopt more productive learning behaviors.