Using Self-Determination Theory to Understand Engineering Student Motivation During Innovation Projects

摘要

While prior studies on student innovation have examined cognitive and social aspects, recent studies have demonstrated the important role motivation plays in the engineering student experience of innovation, particularly in dealing with the unique challenges innovation presents. However, motivation can be observed in diverse ways and at diverse levels. Using Deci & Ryan's Self-determination Theory, this study examined five levels of motivational regulation (external, introjected, identified, integrated, and intrinsic) that engineering students experienced during innovation projects. The results suggest that students overall expressed more instances of intrinsic and integrated regulation compared to introjected and external motivation. Individual students experienced a variety of regulation types, often developing towards higher level regulation over time. These results suggest that innovation projects trigger complex modes of motivation among engineering students.