Exploring Personal Beliefs that may Influence First-year Engineering Students from Taking Ownership of their Learning

This study uses the application of Weiner's attribution theory to explore personal beliefs hindering first-year engineering students from taking ownership of their learning. Examining dimensions of locus, stability, and controllability [1], the research shifts focus from traditional student motivation studies to explore students' ownership for their education. Some students attribute outcomes solely to instructors and resources, overlooking personal actions due to self-serving bias [2], potentially leading to maladaptive behaviors. This lack of ownership may dampen motivation for academic excellence. Understanding these beliefs informs efforts to reshape institutional support, fostering a sense of ownership. The expected variations in attributions may stem from diverse learning backgrounds. Despite the availability of external academic resources, it is anticipated that a majority of students may not fully utilize them. These results will guide changes to institutional support for students to encourage self-directed learning and reshape student and faculty perspectives on academic ownership.