Trenshaw, K. F., & Revelo Alonso, R. A., & Earl, K., & Herman, G. L. (2014, June), Events that Promote Engineering Students' Intrinsic Motivation to Learn  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20442

\bibitem{asee_peer_20442}
  Trenshaw, K. F., \& Revelo Alonso, R. A., \& Earl, K., \& Herman, G. L. (2014, June), \emph{Events that Promote Engineering Students' Intrinsic Motivation to Learn}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20442

Kathryn F. Trenshaw, Renata A. Revelo Alonso, Katherine Earl Earl, and Geoffrey L. Herman.  "Events that Promote Engineering Students' Intrinsic Motivation to Learn".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/20442 Internet.  03 Jul, 2024

\bibitem{asee_peer_20442}
  Kathryn F. Trenshaw, Renata A. Revelo Alonso, Katherine Earl Earl, and Geoffrey L. Herman.
  "Events that Promote Engineering Students' Intrinsic Motivation to Learn".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/20442 Internet.  03 Jul, 2024

@INPROCEEDINGS{asee_peer_20442
author = "Kathryn F. Trenshaw, Renata A. Revelo Alonso, Katherine Earl Earl, and Geoffrey L. Herman"
title = "Events that Promote Engineering Students' Intrinsic Motivation to Learn"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/20442}
number = {10.18260/1-2--20442}
}

TY  - CPAPER
AB  -          The Importance of Relatedness in Promoting Engineering Students’                           Intrinsic Motivation to LearnResearch based on Self Determination Theory (SDT) commonly focuses on autonomy andcompetence as the most important in fostering intrinsic motivation to learn in formal settings.Although relatedness, a third psychological need central to SDT, plays a role in fostering anintrinsic orientation, its importance is often considered tertiary. As part of an evaluation of asophomore engineering course that was redesigned to promote students’ sense of autonomy, thisresearch seeks to describe how students’ motivational orientations toward learning changed andhow the three psychological needs of SDT effected those changes. After experiencing theredesigned course, students were interviewed about their journey through the semester. Duringinterviews, students were asked to describe their experiences in the course and to discuss howthose experiences affected their motivation. Interviews were transcribed and coded to capturestudents' motivational orientation changes during the course and the psychological needs theymentioned as important to their experience. The analysis of students’ descriptionsoverwhelmingly pointed to relatedness as key to their motivational orientation in the course asstudents highlighted interactions with both instructors and peers as transformative. Contrary toexpectations based on the SDT literature, the analysis revealed a lesser importance ofcompetence and autonomy. Students’ statements were coded least frequently as pertaining toautonomy out of the three psychological needs of SDT, even though the course was specificallyredesigned to support autonomy. While autonomy-supportive classroom environments do changestudents’ motivation within the course context, relatedness, rather than autonomy, seemsfundamental to these changes and fostering intrinsic motivation. This paper will explore thepossible interpretations and explanations for this discrepancy surrounding autonomy and providerecommendations for future research and classroom practice.
AU  - Kathryn F. Trenshaw
AU  - Renata A. Revelo Alonso
AU  - Katherine Earl Earl
AU  - Geoffrey L. Herman
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Events that Promote Engineering Students' Intrinsic Motivation to Learn
UR  - https://strategy.asee.org/20442
DO  - 10.18260/1-2--20442
ER  -