Date of Award
8-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Human Development
Committee Chair/Advisor
Dr. Debi Switzer
Committee Member
Dr. Edmond P. Bowers
Committee Member
Dr. Heather Brooker
Committee Member
Dr. Natasha Croom
Committee Member
Dr. Matthew Madison
Abstract
This dissertation explores the impact of the classroom environment on undergraduate engineering students by integrating three manuscripts using the process-person-context-time (PPCT) model within Bioecological Systems Theory. Each manuscript focused on students’ sense of belonging, motivation, and academic confidence. The study confirms prior research suggesting a link between students' perceptions of the environment and their sense of belonging, motivation, and academic confidence. The findings highlight the complex nature of student and classroom environment relationships throughout their college experience. Moreover, the results are demonstrated across different engineering majors. Overall, this dissertation highlights the significance of understanding the complex interactions between students and their classroom environments in engineering education. It emphasized the need to create more inclusive and supportive classroom environments that have the ability to enhance students' sense of belonging and motivation. These findings have implications for engineering educators seeking to foster positive learning experiences for all students, regardless of their background or major.
Recommended Citation
O'Hara, Robert, "Examining the Influence of the Classroom Environment on Motivation, Belonging, and Academic Confidence in Engineering Education: A Relational Developmental Systems Approach" (2023). All Dissertations. 3399.
https://tigerprints.clemson.edu/all_dissertations/3399
Author ORCID Identifier
https://orcid.org/0000-0001-7004-0487
Included in
Engineering Education Commons, Other Education Commons, Scholarship of Teaching and Learning Commons