Engineering Education aims at realizing students’ satisfaction and intrinsic motivation. However, students’ frustration is never fully banned. In this article, I argue that one of the reasons for the limited focus on frustration in Engineering Education is the limited focus on frustration in classical motivational theory itself. I focus on Self-Determination Theory and distinguish between the early work focussing on satisfaction and the recent work considering frustration as a distinct active threat. I will complement this theoretical approach with an empirical analysis of data from a large ethics of technology course in 2016 and 2020 at Eindhoven University of Technology. Two research questions are asked: “(RQ1) Do basic needs satisfactions and frustrations in the USE basic course confirm the asymmetrical pattern described in recent literature?”; and “(RQ2) Do basic needs frustrations add to the variance of motivation types?” I performed principal axis factoring with an oblique rotation to answer RQ1 and stepwise regression analyses to answer RQ2. I conclude that basic need frustration can be measured as a clearly different concept compared to satisfaction and that splitting these two concepts is helpful for Engineering Education when studying motivation. I discuss two main avenues for Engineering Education: motivational theories should take need profiles and need trajectories into account in course design; and motivational research should inquire how individuals can learn to cope adaptively with need-frustrating experiences.
Pages:
10
Affiliations:
Eindhoven University of Technology, The Netherlands
Keywords:
Self-determination theory
frustration
basic need
Motivation
Engineering ethics
CDIO Standard 3
CDIO standard 4
CDIO Standard 7
Year:
2021
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on February 3, 2022 - 04:24 Maria Siiskonen
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