An application of the theory of reasoned action: Assessing success factors of engineering students

Paimin, AN; Hadgraft, RG; Prpic, JK; Alias, M

An application of the theory of reasoned action: Assessing success factors of engineering students

Paimin, AN Hadgraft, RG

Prpic, JK Alias, M

Permalink

Publication Type:: Journal Article
Citation:: International Journal of Engineering Education, 2016, 32 (6), pp. 2426 - 2433
Issue Date:: 2016-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published VersionAdobe PDF (303.08 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Paimin, AN	en_US
dc.contributor.author	Hadgraft, RG https://orcid.org/0000-0002-0480-7456	en_US
dc.contributor.author	Prpic, JK	en_US
dc.contributor.author	Alias, M	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	International Journal of Engineering Education, 2016, 32 (6), pp. 2426 - 2433	en_US
dc.identifier.issn	0949-149X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/88742
dc.description.abstract	© 2016 TEMPUS Publications. Student attrition in engineering is of concern. This study investigated motivational factors necessary to succeed in engineering. The Theory of Reasoned Action (TRA) model was used to guide the suggested paths from learning strategy, interest, and intention to academic performance. Participants were 135 Malaysian and 132 Australian engineering undergraduates who had completed the Study Process Questionnaire (R-SPQ-2F) scale and the Learner Autonomy Profile (LAP-SF) scale. The correlation coefficient analysis showed strong interrelationships between learning strategy, interest and intention. The findings of the structural equation modelling (SEM) revealed unexpected but interesting findings between the two countries. Two different pathways were established for the Malaysian and Australian data suggesting that the TRA model is best suited to the Australian learning context. The findings of this study could help identify a suitable model for explaining success factors in engineering.	en_US
dc.relation.ispartof	International Journal of Engineering Education	en_US
dc.subject.classification	Education	en_US
dc.title	An application of the theory of reasoned action: Assessing success factors of engineering students	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	32	en_US
utslib.for	0999 Other Engineering	en_US
utslib.for	09 Engineering	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	open_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	32	en_US

Abstract:

© 2016 TEMPUS Publications. Student attrition in engineering is of concern. This study investigated motivational factors necessary to succeed in engineering. The Theory of Reasoned Action (TRA) model was used to guide the suggested paths from learning strategy, interest, and intention to academic performance. Participants were 135 Malaysian and 132 Australian engineering undergraduates who had completed the Study Process Questionnaire (R-SPQ-2F) scale and the Learner Autonomy Profile (LAP-SF) scale. The correlation coefficient analysis showed strong interrelationships between learning strategy, interest and intention. The findings of the structural equation modelling (SEM) revealed unexpected but interesting findings between the two countries. Two different pathways were established for the Malaysian and Australian data suggesting that the TRA model is best suited to the Australian learning context. The findings of this study could help identify a suitable model for explaining success factors in engineering.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/88742