@inproceedings{5784fc64f31543c78a0846911749ec5e,
title = "What Drives Sophomore Students to Study Electrical Engineering? The Case of Danish and Israeli Students",
abstract = "Successful implementation of future industrial revolutions requires, inter alia, well-trained engineers. However, the Western world is suffering from an ongoing shortage in engineers. Fostering academic motivation plays a major role in the efforts to reduce dropouts among engineering students. Therefore, the study described here was aimed to map and analyse the motivational factors driving sophomore students at two technical universities, Danish and Israeli, to study electrical engineering. Eighty-nine Danish and Israeli sophomore students participated in the study. The students filled out an anonymous Likert-like questionnaire used to characterise their academic motivation. It was found that there were no significant differences between the two groups of students with regards to the motivational factors. The students at both universities were mostly driven by intrinsic motivation (i.e., interest in studying engineering) and identified regulation (i.e., recognition of the value inherent to these studies).",
keywords = "Academic motivation, Sophomore students, Electrical engineering",
author = "Aharon Gero and Anna Friesel",
year = "2021",
doi = "10.1007/978-3-030-68201-9_35",
language = "English",
isbn = "978-3-030-68200-2",
volume = "2",
series = "Advances in Intelligent Systems and Computing",
publisher = "Springer",
pages = "353--360",
editor = "{Michael E. Auer} and {Tiia R{\"u}{\"u}tmann}",
booktitle = "Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020)",
edition = "1",
}