Why is my motivation important?
Through the challenges and difficulties of their academic careers, it is common for engineering students to ask themselves at times, “Is this all really worth it?” It may be helpful for students experiencing this type of doubt to reflect on why they chose engineering as a discipline in the first place. What motivated them to pursue this career path? There may have been a specific turning point in a student’s life that lead him/her down the path of becoming an engineer, or it may have been a combination of factors.
The answer often presents itself as a combination of vicarious experiences and external (social) pressures or persuasions. However, life is very much about perspective, and the perspective of these influences weighs heavily on one’s self-efficacy or confidence in one’s capabilities.
It is important for students to self-assess at trying times in their lives as it can lead to discoveries about themselves that will decide which direction the next step should be in. By examining different experiences and persuasions that have led you to this point in your engineering career, hopefully, you will be able to determine what direction your next step should be in.
How does this affect my engineering success?
These questions assess how you value engineering your general impression of engineering) as well as various aspects of your motivation for pursuing engineering.
How Motivated am I to Study Engineering?
What do these percentages mean? (click the arrow for details)
Very low motivation to study engineering: 0-19%
The student has no external or internal reasons to study the field of engineering. Additionally, this student may find no value in the field.
Low value of engineering: 20-39%
The student may have some external or internal reasons to study the field of engineering. Additionally, this student may find no value in the field.
Does not feel strongly either way: 40-59%
The student has no strong feelings either way external or internal reasons to study the field of engineering. Additionally, this student may find some value in the field.
High value of engineering: 60-79%
The student has strong feelings external or internal reasons to study the field of engineering. Additionally, this student may find high value in the field.
Very high value of engineering: 80-100%
The student has very strong feelings external or internal reasons to study the field of engineering. Additionally, this student may find high value in the field.
What aspects motivate me to study engineering?
The graphics below show the scoring scales for each aspect of motivation. Each graphic highlights possible reasons why a student may have scored high or low in that particular aspect. Beneath each graphic (where applicable) are suggested actions for students to take if they wish to improve their score in that aspect, thus increasing their overall motivation score.
How do I value Engineering
(General Impressions of Engineering)
What do these percentages mean? (click the arrow for details)
Very low value of engineering: 0-19%
The student may find engineering to be of little or no value.
Low value of engineering: 20-39%
The student may find some value in engineering as a career.
Does not feel strongly either way: 40-59%
The student may think of engineering as equal to other careers.
High value of engineering: 60-79%
The student likely finds value in engineering.
Very high value of engineering: 80-100%
The student likely finds engineering to be of extraordinary value.
Recommendations for Improvement of How You Value Engineering:
- Talk to Professors/Industry Professionals about why they chose/ are passionate about engineering.
- Research more pathways in engineering and see what interests you the most.
- Read articles on how engineering has positively impacted the community, fascinating topics of interest, and/or why engineering is a rewarding career.
I’m Motivated to Study Engineering because of the Financial Rewards
(Motivation: Financial)
What do these percentages mean? (click the arrow for details)
Very low motivation because of financial rewards: 0-24%
The student is motivated to study engineering is unlikely or not due to the belief that engineering will provide a financially rewarding career.
Low motivation because of financial rewards: 25-49%
The student is motivated to study engineering may have somewhat due to financial benefits, however, not a significant reason.
High motivation because of financial rewards: 50-74%
The student is likely studying engineering due to the belief that engineering will provide a financially rewarding career.
Very high motivation because of financial rewards: 75-100%
The student is highly likely studying engineering due to the belief that engineering will provide a financially rewarding career.
Recommendations for Improvement of Motivation: Financial Score/Influence:
- Attend Career Center workshop on salary negotiation.
- Research financial benefits for engineering pathway you may be interested in.
I’m Motivated to Study Engineering because of my Parent’s Influence
(Motivation: Parental Influence)
What do these percentages mean? (click the arrow for details)
Very low motivation because of parents: 0-24%
The student is unlikely to be motivated to study engineering due to their parents influences.
Low motivation because of parents: 25-49%
The student may be slightly motivated to study engineering due to their parent influences, but it’s not a significant reason.
High motivation because of parents: 50-74%
The student is likely studying engineering due to parents influence. This can include a parent being an engineer.
Very high motivation because of parents: 75-100%
The student is highly likely studying engineering due to parents influence. This can include a parent being an engineer.
Recommendations for Improvement of Motivation: Parental Influence Score:
- If you feel this area is important and you are lacking in support in this area, you should seek out mentorship opportunities with a faculty member or peer group
I’m Motivated to Study Engineering to Improve the Welfare of Society
(Motivation: Social Good)
What do these percentages mean? (click the arrow for details)
Very low motivation due to improving the welfare of society: 0-24%
The student is not likely motivated to study engineering because of the belief that engineers improve the welfare of society. The student may not think that engineers can make a difference in the world.
Low motivation due to improving the welfare of society: 25-49%
The student might find some motivation to study engineering in the belief that engineers improve the welfare of society.
High motivation due to improving the welfare of society: 50-74%
The student is likely studying engineering because of the benefits it has to the welfare of society.
Very high motivation due to improving the welfare of society: 75-100%
The student is very likely studying engineering because of its benefits to the welfare of society. The student likely believes that engineers can make the world a better place.
Recommendations for Improvement of Motivation: Social Good Score/Influence:
- Join an engineering organization, such as ASME or Engineers without Borders, that work with local schools for tutoring, mentorship within the department, and/or volunteers to make a difference in the local or larger communities.
- If you enjoy teaching and mentorship, apply to be a Teaching Fellow to make a difference and/or to help assist in the education other engineering students.
- Take courses non-engineering or engineering related, such as Global Engineering, around improving the community, becoming more self-aware, or societal issues.
I’m Motivated to Study Engineering because of a Mentor or Mentorship program
(Motivation:Mentor Influence)
What do these percentages mean? (click the arrow for details)
Very low motivation because of mentor/mentorship: 0-24%
The student is not likely motivated to study engineering due to the influence of mentor or has never had a mentor encouraging them to pursue engineering.
Low motivation because of mentor/mentorship: 25-49%
The student is slightly motivated to study engineering due to the influence of mentor.
High motivation because of mentor/mentorship: 50-74%
The student is likely motivated to study engineering due to the influence of mentor.
Very motivation because of mentor/mentorship: 75-100%
The student is very likely motivated to study engineering due to the influence of mentor. This mentor may have exposed the student to different opportunities in engineering.
Recommendations for Improvement of Motivation: Mentor Influence Score/Influence:
- Join an engineering organization, society, or program as an affiliate to pursue mentor-ship figure.
- Discuss with professors or adviser about upperclassmen students who are interested in becoming a mentor and/or involved within the department to seek out mentor-ship figure.
I’m Motivated to Study Engineering for its Own Purpose
(Motivation: Intrinsic Psychological)
What do these percentages mean? (click the arrow for details)
Very low motivation due to enjoyment of engineering for its own purpose: 0-24%
The student likely does not enjoy engineering related activities and is not motivated to study engineering for this reason.
Low motivation due to enjoyment of engineering for its own purpose: 25-49%
The student may find engineering to be somewhat enjoyable.
High motivation due to enjoyment of engineering for its own purpose: 50-74%
The student is likely motivated to study engineering because it is inherently enjoyable.
Very high motivation due to enjoyment of engineering for its own purpose: 75-100%
The student is very likely motivated to study engineering because it is inherently enjoyable.
Recommendations for Improvement of Motivation: Engineering for its Own Purpose:
- Find an area of study in engineering that is fascinating to you and uses your strengths to contribute to positive, internal motivation.
- Form study groups to work closely with peers on homework and quizzes/exams to teach, learn from, and support each other.
- Go to office hours and take time outside of class to feel comfortable with the material and improve on knowledge, problem-solving, and general confidence.
I’m Motivated to Study Engineering for its Practical Uses
(Motivation: Intrinsic Behavioral)
What do these percentages mean? (click the arrow for details)
Very low motivation because of practice uses of engineering: 0-24%
The student is not likely motivation related to practical and hands-on aspects of engineering. (e.g. I like to figure out how things work; I like to build stuff)
Low motivation because of practice uses of engineering: 25-49%
The student is slightly motivated related to practical and hands-on aspects of engineering. (e.g. I like to figure out how things work; I like to build stuff)
High motivation because of practice uses of engineering: 50-74%
The student is likely motivated related to practical and hands-on aspects of engineering. (e.g. I like to figure out how things work; I like to build stuff)
Very high motivation because of practice uses of engineering: 75-100%
The student is very likely motivated related to practical and hands-on aspects of engineering. (e.g. I like to figure out how things work; I like to build stuff)
Recommendations for Improvement of Motivation: Intrinsic Behavioral Score/Influence:
- Attend hands-on workshops held by the department and engineering organizations on campus, such as ASME, AIAA, IEEE.
- Start a student led engineering project.
- Talk to professors about research and project opportunities to gain hands-on experience.
- Tinker and re-build household equipment to understand how it works