What Drives Sophomore Students to Study Electrical Engineering? The Case of Danish and Israeli Students

Aharon Gero*, Anna Friesel

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

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).
Original languageEnglish
Title of host publicationEducating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020)
EditorsMichael E. Auer , Tiia Rüütmann
Number of pages8
Volume2
PublisherSpringer
Publication date2021
Edition1
Pages353-360
ISBN (Print)978-3-030-68200-2
ISBN (Electronic)978-3-030-68201-9
DOIs
Publication statusPublished - 2021
SeriesAdvances in Intelligent Systems and Computing
Volume1329
ISSN2194-5357

Keywords

  • Academic motivation
  • Sophomore students
  • Electrical engineering

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