Impact of COVID-19 on Engineering Students in the Middle Phases of the Pandemic: Academic Motivation, Valued College Experiences, and Stress

When COVID-19 struck, engineering schools responded to unique issues, including interrupted capstone projects, cooperative education, and study abroad. Students became a focus. This led to a funded study to investigate the pandemic's impact on engineering students' academic motivation, educational valuation, learning, and perceived stress, which were connected through a conceptual model. Approximately seven months after the onset, a large sample of undergraduate engineering students at a public U.S. university (n = 1,140) responded to a survey (41.6% response), followed by focus groups. Jones' MUSIC Model of Academic Motivation and the Perceived Stress Scale (PSS-10) were key components of the conceptual model. Seventy-eight percent (78%) said their motivation was less versus before remote instruction. Two dimensions of the MUSIC Model were only at the middle point of the measurement scale - interest and empowerment. Students scored higher on the PSS-10 (M = 22.2) seven months into the pandemic compared to other groups beforehand. Medium negative correlations were found between the MUSIC dimensions and the PSS-10 score, suggesting decreased motivation accompanied by increased stress. Remote coursework was the most-frequent de -motivator, and the valued college experience cited most was Campus-based instruction. The most-frequent stressor was Academic. In all focus groups, low or decreased motivation was mentioned. This research informs Higher Education about undergraduates' motivation and stress, in particular during COVID-19 and contributes to use of the MUSIC Model and PSS-10 with engineering students. Awareness of motivation and stress experienced during COVID is crucial for responding to future crises.