Reimagining Behavioral Analysis in Engineering Education: A Theoretical Exploration of Reasoned Action Approach

Mitchell Gerhardt; Nicole P. Pitterson; Emily Dringenberg; Benjamin Ahn

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 28
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47934

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Paper Authors

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Mitchell Gerhardt Virginia Polytechnic Institute and State University orcid.org/0009-0006-4191-1654

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Mitchell Gerhardt is a first-year Ph.D. student in Engineering Education at Virginia Tech. He earned his B.S. in Electrical Engineering from Virginia Tech and worked as a software engineer for General Motors in Detroit, Michigan, before returning to graduate school.

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Nicole P. Pitterson Virginia Polytechnic Institute and State University orcid.org/0000-0001-9221-1574

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Nicole is an assistant professor in the Department of Engineering Education at Virginia Tech. Prior to joining VT, Dr. Pitterson was a postdoctoral scholar at Oregon State University. She holds a PhD in Engineering Education from Purdue University and oth

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Emily Dringenberg The Ohio State University orcid.org/0000-0001-7635-7047

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Dr. Dringenberg is an Associate Professor in the Department of Engineering Education at Ohio State University. She holds a B.S. in Mechanical Engineering (Kansas State '08), a M.S. in Industrial Engineering (Purdue '14) and a Ph.D. in Engineering Education. Her current career purpose is to learn about and reveal beliefs that are widely-held as an implicit result of our socialization within systems of oppression so that she can embolden others to reflect on their assumptions and advance equity in their own ways.

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Benjamin Ahn The Ohio State University orcid.org/0000-0002-3808-0398

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Dr. Benjamin Ahn is an Associate Professor at The Ohio State University in the Department of Engineering Education.

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Abstract

Engineering education research has long been rich in behavioral observations and inquiries. These investigations span a range of levels, from individual behaviors to group dynamics to organizational influences. Such behavioral research delves into the complex interplay of behaviors and actions, exploring their origins and impacts on educational environments and structures. Topics encompass learning, identity development, engagement, and professional practices, among others, that benefit from understanding behavioral choices and their underlying motivations. Ultimately, behavioral research in engineering education aids in comprehending and predicting how individuals operate, form habits, and transform themselves and their surroundings through their chosen actions.

Regrettably, behavioral research in engineering education has traditionally relied on a limited set of frameworks, like EVT, SDT, and self-efficacy, thereby restricting the analytic depth of behavioral choice. These frameworks primarily focus on whether individuals feel they can perform a certain behavior or which behaviors are most salient in given situations while overlooking the justifications, or the why, that drive behavioral choices – a critical aspect of the complete picture. Justifications are important; behaviors are context-specific and dynamic, closely tied to an individual's interpretations of their surroundings, expectations, self-concept, and goals, among other factors. Therefore, understanding why behaviors are performed yields a more nuanced image that combines these influences with their eventual outcomes.

In an effort to explore behavioral choices and investigate why they are, or are not, performed, this paper presents the Reasoned Action Approach (RAA) framework. This approach emphasizes the pivotal role of intention in individuals' behavioral choices. It proposes that personal beliefs, norms, and abilities are the key determinants of intentionality. Whether or not an individual performs a behavior is therefore contingent upon their beliefs about performing the behavior, specifically their behavioral, normative, and control beliefs. These beliefs reveal their feelings toward a behavior, their expectations of social acceptability, and their perceived capability to execute the behavior. As a result, the RAA transcends contextual constraints and can be applied to a wide spectrum of behaviors, environments, and systems, shedding light on how individuals perceive actions and decide whether to act upon them.

We introduce the RAA to offer engineering education research a substantive theory for extracting and investigating the determinants behind individuals' preferential behaviors. Further, the RAA broadens existing behavioral analysis by emphasizing the factors behind behavioral choices, specifically focusing on the intricate interplay between beliefs and social norms in the decision-making process. In this context, the RAA represents a distinctive and novel approach to conceptualizing behavior, which will benefit fellow researchers.

This paper begins with a review of pertinent engineering and higher education literature to situate the RAA within similar behavioral choice studies. It then explores the components of the RAA, delving into their significance and implications. The paper concludes with select research both within and beyond the engineering education domain to underscore the applicability, utility, and relevance of the RAA and provide examples for future inquiries.

Citation
Format

Gerhardt, M., & Pitterson, N. P., & Dringenberg, E., & Ahn, B. (2024, June), Reimagining Behavioral Analysis in Engineering Education: A Theoretical Exploration of Reasoned Action Approach Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47934

TY - CPAPER
AB - Engineering education research has long been rich in behavioral observations and inquiries. These investigations span a range of levels, from individual behaviors to group dynamics to organizational influences. Such behavioral research delves into the complex interplay of behaviors and actions, exploring their origins and impacts on educational environments and structures. Topics encompass learning, identity development, engagement, and professional practices, among others, that benefit from understanding behavioral choices and their underlying motivations. Ultimately, behavioral research in engineering education aids in comprehending and predicting how individuals operate, form habits, and transform themselves and their surroundings through their chosen actions.

Regrettably, behavioral research in engineering education has traditionally relied on a limited set of frameworks, like EVT, SDT, and self-efficacy, thereby restricting the analytic depth of behavioral choice. These frameworks primarily focus on whether individuals feel they can perform a certain behavior or which behaviors are most salient in given situations while overlooking the justifications, or the why, that drive behavioral choices – a critical aspect of the complete picture. Justifications are important; behaviors are context-specific and dynamic, closely tied to an individual&#39;s interpretations of their surroundings, expectations, self-concept, and goals, among other factors. Therefore, understanding why behaviors are performed yields a more nuanced image that combines these influences with their eventual outcomes.

In an effort to explore behavioral choices and investigate why they are, or are not, performed, this paper presents the Reasoned Action Approach (RAA) framework. This approach emphasizes the pivotal role of intention in individuals&#39; behavioral choices. It proposes that personal beliefs, norms, and abilities are the key determinants of intentionality. Whether or not an individual performs a behavior is therefore contingent upon their beliefs about performing the behavior, specifically their behavioral, normative, and control beliefs. These beliefs reveal their feelings toward a behavior, their expectations of social acceptability, and their perceived capability to execute the behavior. As a result, the RAA transcends contextual constraints and can be applied to a wide spectrum of behaviors, environments, and systems, shedding light on how individuals perceive actions and decide whether to act upon them.

We introduce the RAA to offer engineering education research a substantive theory for extracting and investigating the determinants behind individuals&#39; preferential behaviors. Further, the RAA broadens existing behavioral analysis by emphasizing the factors behind behavioral choices, specifically focusing on the intricate interplay between beliefs and social norms in the decision-making process. In this context, the RAA represents a distinctive and novel approach to conceptualizing behavior, which will benefit fellow researchers.

This paper begins with a review of pertinent engineering and higher education literature to situate the RAA within similar behavioral choice studies. It then explores the components of the RAA, delving into their significance and implications. The paper concludes with select research both within and beyond the engineering education domain to underscore the applicability, utility, and relevance of the RAA and provide examples for future inquiries.
AU - Mitchell Gerhardt
AU - Nicole P. Pitterson
AU - Emily Dringenberg
AU - Benjamin Ahn
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Reimagining Behavioral Analysis in Engineering Education: A Theoretical Exploration of Reasoned Action Approach
UR - https://peer.asee.org/47934
ER -