Future Engineers The Intrinsic Technology Motivation of Secondary School Pupils Accepted.pdf (169.14 kB)
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Future engineers: the intrinsic technology motivation of secondary school pupils

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journal contribution
posted on 28.09.2017, 12:21 by Lewis JonesLewis Jones, Hilary McDermottHilary McDermott, John TyrerJohn Tyrer, Nigel P. Zanker
The supply of students motivated to study engineering in higher education is critical to the sector. Results are presented from the ‘Mindsets STEM Enhancement Project’. Fifty-seven new resources packs, designed to improve STEM education in Design and Technology, were given to schools across London. A modified Intrinsic Motivation Inventory questionnaire measured pupils’ (n = 458) motivation towards technology. The results show that although pupils have positive reactions to the technology content within Design and Technology lessons, the type of STEM resources and lessons created through the project had made no significant difference on pupils’ interest/enjoyment towards technology. This suggests standalone resources do not improve pupil motivation. The impact of this work to engineering higher education is that the existing levels and the inability to improve pupil motivation in technology at school could be a factor affecting the pursuit of a technology or engineering related education or career.

Funding

This work was supported by the London Schools Excellence Fund (Reference: LSEFR1210) and The Design and Technology Association.

History

School

  • Sport, Exercise and Health Sciences

Published in

European Journal of Engineering Education

Volume

43

Issue

4

Pages

606-619

Citation

JONES, L.C.R. ... et al, 2017. Future engineers: the intrinsic technology motivation of secondary school pupils. European Journal of Engineering Education, 43 (4), pp.606-619.

Publisher

Taylor & Francis © SEFI

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

26/09/2017

Publication date

2017-10-12

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 12 Oct 2017, available online: http://dx.doi.org/10.1080/03043797.2017.1387100.

ISSN

0304-3797

eISSN

1469-5898

Language

en