Students' extrinsic and intrinsic motivation improvements in learning defense engineering based on project-based learning

Abstract

Purpose

This study aims to evaluate student motivation before and after the summer internship, in other words, to evaluate whether the summer internship affects male and female motivations differently.

Design/methodology/approach

Investigating whether the motivation score predicts grade point average was included by adopting a quantitative methodology. The defense engineering summer internship project provides candidates who learned defense engineering knowledge after the project an opportunity to generate motivation of involving in defense engineering discipline and industry.

Findings

This study found a marginal significant main effect on extrinsic motivation – introjected (EMIN) and intrinsic motivation to experience stimulation (IMS) in a summer internship. Furthermore, the study reveals that amotivation construct significantly predicted gender and previous academic performance (GPA) pre-summer internship, and amotivation, Extrinsic motivation – external regulation (EME) and extrinsic motivation – introjection (EMIN) significantly predicted GPA post-summer internship.

Originality/value

The project was done with support from the U.S. Department of defense grant N00014-19-1-2728. These findings are investigated from the project.

Citation

Deng, Y. and Shi, C. (2024), "Students' extrinsic and intrinsic motivation improvements in learning defense engineering based on project-based learning", Journal of Applied Research in Higher Education, Vol. 16 No. 1, pp. 42-60. https://doi.org/10.1108/JARHE-08-2022-0243