Investigating Student Motivation and Performance in Electrical Engineering and Its Subdisciplines

Abstract

Factors influencing choice of major in electrical engineering and later curricular and professional choices are investigated. Studies include both quantitative and qualitative analyses via student transcripts, surveys, and focus groups. Student motivation for choosing an electrical engineering major and later subdiscipline in the field is interpreted through expectancy-value theory, where primary factors of strong perceived value of future professional opportunities and strong influence of course instructors are identified. Performances in select required electrical engineering courses appear to serve as predictors for student choice of subdiscipline emphasis. In contrast, participation in student professional activities does not show statistically significant correlations with subdiscipline. Curricular and professional choices appear to be explained by expectancy-value theory with inclusion of socializers. The findings suggest that early and integrative exposure of all electrical engineering technical areas, including high-quality teaching, may provide an optimal basis for students to make future decisions on academic path and participation in professional activities.