2019 ASEE Annual Conference & Exposition

Mastery vs. performance oriented goals may elicit different motivational patterns and reasons behind approach, engagement, and integration in achievement activities and learning environments. This study examined the freshmen learning environment for N = 60 female members of the Women in Science and Engineering (WISE) Honors program at a large Northeastern university to explore the impacts of a formal peer mentoring program on goal setting and achievement. Competency, task values, and achievement goals were measured by a survey adapted from Assessing Women and Men in Engineering (a = .77). A multiple regression analysis was used to predict achieving success in their major career from leisure time spent with women in STEM majors, having many friends studying in their discipline, confidence in completing a science/engineering degree, impact of high school coursework, and not having to give up extracurricular activities. The multiple regression was significant, F(5,48) = 9.82, p < .001, adj. R^2 = .45, with significant contributions from social structures, competency in prior course work, and continued involvement in extracurricular activities. Qualitative analysis of goals revealed that 55% reported mastery related goals, and 29% responded with a performance-based approach. 70% of responses reported having social goals related to relationships, with 57% of responses indicating academic based goals for increased knowledge, opportunities, and successful completion of degrees. Findings indicate that the majority of goals were mastery oriented which may promote retention of female undergraduates in science and engineering majors.