Examining Undergraduate Engineering Technology Students' Sense of Self-Determination: Intersections Among Basic Psychological Needs

Program Abstract: Qualitative and quantitative data were collected from Engineering Technology students, many from populations traditionally underrepresented in Engineering, who were recipients of an NSF S-STEM scholarship at Rochester Institute of Technology. Programming for the scholarship recipients was informed by Self-Determination Theory (SDT), which posits that when three basic psychological needs-competence, relatedness and autonomy-are met, individuals will be intrinsically motivated to support their own personal growth and well-being. Initial quantitative results indicated that the project activities were successful in building a sense of autonomy and relatedness in the scholars, but perceptions of competence were not as strong. Follow-on qualitative findings point to the interconnectedness of the three psychological needs of SDT and suggest that if autonomy is met, relatedness is necessary for competence development. The results of this study are significant for other programs aimed at increasing broader participation through SDT or other similar frameworks.