| Popis: |
At the transition point from secondary school to university, initial autonomous motivation and academic self-concept levels are not related to subsequent academic achievement in STEM programs, when cognitive and background characteristics are taken into account. After one semester at university, early academic achievement is significantly and positively related to subsequent academic self-concept and, to a much lesser extent, to autonomous motivation. Apparently, knowledge of exam results allows students to adjust their academic self-concept accordingly. The effect of achievement on changes in motivation is more subtle and different for high achievers versus low achievers. Motivation levels of high achieving students do not change significantly from T1 to T2, but their initial self-concept, which is already high compared to low achievers, increases significantly. Low achievers change towards a less favourable motivational profile (lower autonomous motivation, higher controlled motivation, and higher a-motivation) and their already low self-concept decreases significantly. The implications of these findings will be discussed, and further research will investigate whether the adjusted self-concept and motivational levels at T2 are related to later academic achievement. ispartof: Proceedings of the 41ste SEFI conference ispartof: Engineering Education Fast Forward>1973>2013 ispartof: SEFI location:Leuven, Belgium status: published |
