Motivating First-Year University Students by Interdisciplinary Study Projects

Autor/inn/en	Koch, Franziska D.; Dirsch-Weigand, Andrea; Awolin, Malte; Pinkelman, Rebecca J.; Hampe, Manfred J.
Titel	Motivating First-Year University Students by Interdisciplinary Study Projects
Quelle	In: European Journal of Engineering Education, 42 (2017) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1193126
Schlagwörter	Engineering Education; College Freshmen; Interdisciplinary Approach; Student Projects; Active Learning; Student Motivation; Self Determination; Student Surveys; Student Needs; Psychological Needs; Learner Engagement; Foreign Countries; Natural Sciences; Social Sciences; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Studienanfänger; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; Aktives Lernen; Schulische Motivation; Selbstbestimmung; Schülerbefragung; Ausland; Naturwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Statistische Analyse; Deutschland
Abstract	In order to increase student commitment from the beginning of students' university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students' basic psychological needs and in promoting students' academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students' basic psychological needs for competence, relatedness and autonomy and enhance students' academic engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01