摘要：In this study, the relationship between students¡¯ interest in engineering design activities and their expectancy for
success in grades 9¨C12 was evaluated. The theoretical frameworks developed by Eccles and colleagues (i.e.,
expectancy value) and Butler and Cartier (i.e., what the students bring to contexts under a self-regulated learning
framework) were used to frame the relationship between students¡¯ interest and expectancy for success.
Specifically, this study extends the value part with interest by using psychological constructs of the Motivated
Strategies for Learning Questionnaire (MSLQ). Three psychological constructs were used to evaluate students¡¯
interest: intrinsic goal orientation (IGO), extrinsic goal orientation (EGO), and task value (TV). Two other
psychological constructs were used to evaluate students¡¯ expectancy for success in completing the design tasks:
control of learning beliefs (CLB) and self-efficacy for learning and performance (SELP). A total of 113 students
participated in the study. These students participated in five schools (in three states) that implement the Project
Lead the Way curriculum. After finishing their design project, each student was asked to complete a modified
version of the MSLQ survey instrument that evaluated the five aforementioned constructs. From a statistical
test, it was found that there was a significant relationship between students¡¯ interest in the engineering design
tasks and their expectancy for success. Further statistical tests also indicated significant relationships between
each construct of the interest and expectancy components. From a regression test, it was found that students¡¯
intrinsic goal orientation and task value were significant predictors, each contributing about 55 and 34 percent,
respectively, to students¡¯ expectancy for success.
关键词：Interest, Expectancy for success, Motivation, Engineering design
