Abstract
Engineering preparatory programs (EPPs) offer candidates who have not attained adequate achievements during their secondary education an opportunity to improve their chances to be accepted to undergraduate engineering programs. In light of the importance of academic motivation in EPPs, this study characterized the motivational factors for studying engineering in students attending an EPP in Israel. Forty students took part in the study which utilized quantitative tools. The findings indicate that the students were primarily motivated by interest in studying engineering (intrinsic motivation) and by recognition of their inherent value (identified regulation). However, a comparison of the Relative Autonomy Index to the one of excelling 12th grade students majoring in engineering reveals a significant difference between the two groups. This gap, in favor of the high school students, is characterized by a medium effect size.
| Original language | American English |
|---|---|
| Title of host publication | Proceedings of the 9th Canadian Engineering Education Association Annual Conference |
| Number of pages | 3 |
| DOIs | |
| State | Published - 2018 |