THE RELATIONSHIP BETWEEN VALUE SYSTEMS, MOTIVATION FACTORS, AND DISSATISFACTION FACTORS OF SENIOR ENGINEERING TECHNOLOGY STUDENTS by Joseph A. Patterson, B.S,, M.S. A DISSERTATION IN EDUCATION Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Approved Accepted December, 19 31
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THE RELATIONSHIP BETWEEN VALUE SYSTEMS, MOTIVATION
FACTORS, AND DISSATISFACTION FACTORS OF
SENIOR ENGINEERING TECHNOLOGY STUDENTS
by
Joseph A. Patterson, B.S,, M.S.
A DISSERTATION
IN
EDUCATION
Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for
the Degree of
DOCTOR OF EDUCATION
Approved
Accepted
December, 19 31
AKNOWLEDGEMENTS
I express my appreciation to the members of my
doctoral committee, Drs. Joe D. Cornett, committee chair
man, Charles L. Burford, Berlie J. Fallon, Michael Mezack,
and Welbom K. Willingham for their direction and advice.
I am also indebted to Dr. Kenneth H. Freeman who was
my advisory committee chairman during the proposal phase of
the study and Dr. Walter J. Stenning of Texas A and M
University for his assistance and criticism during the
writing phase of the study.
I am also grateful to Dr. Larry B. Masten, Head of
the Engineering Technology program at Texas Tech University,
for his permission to use the senior level engineering
technology students as the subjects for this study and his
assistance in scheduling and encouraging them to participate
1.x
TABLE OF CONTENTS
ACKNOWLEDGEMENTS , . , ii
LIST OF TABLES V
LIST OF FIGURES vi
I. DEVELOPMENT OF THE PROBLEM 1
Backgroxond 1
The Research Problem . 7
Purpose of the Study 7
Scope of the Study 8
Hypotheses 9
Definition of Terms 10
II. RESEARCH OF LITERATURE 12
Industrial Motivation Theory Development . . . 12
Herzberg Two-Factor Theory 17
Graves's Value Systems Theory 21
Summary 30
III. RESEARCH DESIGN AND METHODOLOGY 32
Scope and Limitations of the Study 32
Research Design . . . . . 33
Data Collection and Procedures 34
Subjects and Instruments . . . . . 34
Treatment of Data 41
H
IIX
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IV. RESULTS AND ANALYSIS 42
Demographic Data 42
Motivation and Dissatisfaction Factors . . 43
Relationship Between Value Orientation
and Other Variables 49
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . 60
Summary 60
Summary of Major Findings 61
Conclusions 6 3
Affirmation or Rejection of Hypotheses . . . . 64
Recommendations 66
REFERENCES 69
APPENDIX
A. Values for Learning Questionnaire . . . . . . . . 77
B. Values Profile of El Centre College
Students and Teachers 79
C. Patterned Interview 80
D. Letter of Approval 75
IV
LIST OF TABLES
Table
1. Demographic Information 4 3
2. Comparison of Percentage of Motivators Appearing in the Current Study with Herzberg Type Studies 4 7
3. Means and Standard Deviations of the Categories of Value Orientation 49
4. Average Value Orientation Scores of the Current Study Compared to Scores of Flowers (19 77) Study 50
5. Correlation Coefficients Between Value Categories and Motivation Factors 52
6. Correlation Coefficients Between Value Categories and Dissatisfaction Factors 54
7. Correlation Coefficients Between Value Categories and Personality Types , Grade Point Averages, and Major Technologies 55
8. Correlation Coefficients Between Grade Point Averages and Graduating High School Sizes and Failure Dissatisfaction Factor 5 8
V
LIST OF FIGURES
Figure
1. Percentage of motivation factors selected by Texas Tech University engineering technology students 46
2. Percentage of dissatisfaction factors selected by Texas Tech University engineering technology students 4 8
VI
CHAPTER I
DEVELOPMENT OF THE PROBLEM
This chapter presents the background information for
the study, the research problem, purpose of the study, scope
of the study, hypotheses, and definition of terms.
Background
Much has been written about motivation and its effect
on human behavior. Almost every textbook in the area of
Psychology has at least one chapter on the topic of motiva
tion (for example, see Kagan & Havemann, 19 72; Sartain,
North, Strange, & Chapman, 1962; Bigge, 1971; and Biehler,
19 74). Higher education is interested in motivation and
its effect on human behavior because there is a need to
know more about why students strive and achieve.
The definition of motivation gives some valuable
clues to the impact it can have. Two decades ago Melton
(19 55) described the concept of motivation as the condition
that energizes the organism, directs activity of the organ
ism, and defines the consequences of responses of the
organism. These consequences of motivation determine the
later responses of the organism. According to Melton motiva
tion is an essential condition for learning. A modern view
point is that motivation produces the experience of arousal.
commitment, and purpose. Motivated behavior "should result
in more effective behavior, greater success in goal attain
ment, and hence greater satisfaction" (deCharms, 1976, p. 6).
The literature reveals a niomber of problem areas in higher
education where motivated behavior should help.
One of the problems is the fact that students entering
higher education today are coming from a wide area of soci
ety. As noted by Cross (1973) the clientele for colleges !
and loniversities has changed within the last decade. Four
overlapping groups have emerged; (1) low academic achievers
through open admissions; (2) adult and part-time students
through nontraditional alternatives; (3) women; and
(4) ethnic minorities. The minority engineering student
is a particular problem. Landis (19 76) wrote that there
have been significant increases in minority students enter
ing engineering schools. Most schools have not been success
ful in retaining them. He suggested that a strong motiva
tion program be developed in a positive, success oriented
environment where the student will know that sacrifice
and hard work can pay off later with a successful career.
Motivation is enhanced by the institution's sincere inter
est in student success and by providing personal recognition
for student accomplishment. The Carnegie Commission on
Higher Education (1973) also pointed out that access to
education is increasing for people from economically dis
advantaged families, whose early education was inadequate.
point averages, engineering technologies in which the sub
jects majored, and size of high schools from which the sub
jects graduated. The subjects were 88 senior level engin
eering technology students at Texas Tech University.
The review of literature indicated that many studies
of motivation and dissatisfaction factors as well as studies
of value systems had been done in industry. Similar studies
done with students in education were rare.
The Herzberg et al. (1959) method of the semi-
structured interview and content analysis was selected
for identifying the motivation and dissatisfaction factors.
A questionnaire developed by Flowers and Hughes (1978) was
used for gathering the value orientations and personality
types. These methods were chosen because both had data from
other subject groups with which the data from this study could
60
61
be compared. The data from the variables selected were
entered into a Pearson Product-Moment statistical program
to determine relationships.
In Chapter 1 Flammer and Mecham (19 74) , and Albin
and Flammer (1974) suggested using the findings of motiva
tion studies done in industry to help students strive and
achieve in education. A first logical step was to deter
mine if students in higher education are motivated and
dissatisfied by the same factors as people in industry. If
the same factors appear then the argioment for using them
in education as well as industry would be strengthened.
Flowers and Hughes (1978) and Graves (1974) said
that the value systems of people have an influence on the
way they behave. If the value systems of students in edu
cation are similar to the value systems of workers in in
dustry this would support the idea that they will behave in
similar ways.
If significant relationships exist between the value
systems of students and their motivation and dissatisfaction
factors there would be evidence to assume that by using the
two theories in conjunction with each other, recommendations
could be made on how to motivate students to be happier and
more productive in their educational efforts.
Summary of Major Findings
The analysis of the data was made in three steps.
First, the motivation and dissatisfaction factors of the
62
population were identified. Second, the value orienta
tions and personality types of the respondents were gathered,
Third, the relationship between the variables of value
orientations of the respondents and their motivation fac
tors, dissatisfaction factors, grade point averages, engin
eering technologies in which they majored, and size of high
schools from which they graduated was analyzed.
The major findings of the analysis are shown below:
1. The motivation factors found, in order, were
achievement, recognition, growth, responsibility, and group
feeling.
2. The dissatisfaction factors identified, in order,
were blocked achievement, failure, unfairness, blocked
growth, lack of responsibility, and shame.
3. All value systems of Graves's theory appeared
except egocentric. The primajry value systems of the re
search group listed, in order, were existential, conformist,
sociocentric, tribalistic, and manipulative.
4. Significant relationships were found between
value orientations and motivation factors, but the results
were inconsistent and inconclusive.
5. A significant relationship appeared between the
value system of manipulative and personality types.
6. Significant relationships existed between grade
point averages and the value orientations of sociocentric
and manipulative.
63
7. Signifcant relationships were found between value
orientations of sociocentric and conformist and the techncla-
gies in which the subjects majored.
8. Significant relationships were found between
grade point averages and the dissatisfaction factor of
failure and the size of high schools from which the popula
tion graduated.
9- The finding of the influence both good and bad
that the teacher has in the classroom.
Conclusions
The motivation and dissatisfaction factors found for
this population were similar in kind and strength to the same
factors foiind in industry. Satisfaction and increased
productivity are associated with motivators. The factors
of achievement, recognition, growth, responsibility, and
group feeling should motivate Texas Tech University engin
eering technology students as well as workers in industry.
The factors of block to achievement, failure, unfairness,
block to growth, lack of responsibility, and shame should
dissatisfy Texas Tech University engineering technology
students. Disappointment and ineffectiveness are associared
with the dissatisfiers.
The construction engineering technology students had
a stronger preference for the sociocentric value and a weaker
preference for the conformist value than the electrical-
electronics and mechanical engineering technology studencs.
This suggests that the methods developed to motivate the
construction engineering technology students will have to
be developed with regard to those value systems that they
favor or dislike.
The majority of the subjects tested out as introverts.
This is typical of engineering students as noted by
McCaulley (1976). This will influence the manner in which
Texas Tech University engineering technology students are
motivated.
The best students, based on grade point averages,
came from small high schools. The mean of the grade point
averages was 2.92 for small high school graduates and 2.55
for large high school graduates. This finding deserves fur
ther study.
Teaching for the people in this study did have an
effect both good and bad on their reactions. Based on these
findings, the teacher can have a great influence on their
students to strive, achieve, and enjoy education. On the
other hand, if the teacher's activities are poorly planned
and executed, the students can suffer disappointment and
become ineffective in their educational pursuits.
Affirmation or Rejection of Hypotheses
H, A significant relationship was found between some
of the value systems of the population and some of their
motivation factors. The results were inconsistent and in
conclusive.
65
^2 There was no significant relationship between
the value systems of the population and their dissatisfac
tion factors. This hypothesis was accepted.
H3 A significant relationship was fonn.d between the
value systems of the population and their personality types.
The majority of the subjects were introverts. There was a
significant negative relationship between personality of
introversion and the manipulative value that is obviously
an extravert.
H^ Significant relationships were found between the
values of sociocentric and conformist and grade point
averages. Graves found no significant relationship between
values and intelligence. He had hundreds of subjects over
several years of study. This finding seems peculiar to
this group and would probably disappear with a larger
population.
A significant relationship was found between the H 5
value systems of soc iocen t r i c and conformist and technologies
The preference for values by technology was fa i r ly evenly
d i s t r i bu t ed except the construct ion engineering technology
students had a s t ronger preference for the sociocentr ic value
and a weaker preference for the conformist value than the
e l e c t r i c a l - e l e c t r o n i c and mechanical engineering s tudents .
H- There was no s ign i f i can t re la t ionship between the 5 ^ • -
value systems of the population and the size high schools
from which they graduated. This hypothesis was accepted.
66
Recommendations
Based on the findings from this study, the following
recommendations are offered:
1. Motivation factors of achievement, recognition,
growth, responsibility, and group feeling and the dissatis
faction factors of blocked achievement, failure, unfairness,
blocked growth, lack of responsibility, and shame were
found for the population of this study. These motivation
and dissatisfaction factors should provide the Texas Tech
University engineering technology faculty and staff with
guidelines on how to help their students be better satis
fied and more productive in their educational endeavors.
2. Most of the subjects in this study had intro
verted personalities. As noted by McCaulley (1976) this
condition exists in other engineering specialities programs.
Knowing that engineering technology students are predominant
ly introverts can offer valuable clues on how to motivate
them in the classroom.
3. Teaching as an additional factor often appeared
in this study. Both good and bad experiences were related
to teaching. The bad experiences occurred about two times as
often. These findings suggest that teaching does have an
impact on how Texas Tech University engineering technology
students perform in their educational efforts. A conscious
effort should be made by Texas Tech University engineering
technology teachers to optimize the use of motivators and min
imize the use of dissatisfiers in their teaching activities.
67
4. The be s t s tudents of the population of t h i s
study, based on grade point average, came from small high
schools with s tudent populations of less than 300. Fur
ther s t ud i e s need to be made in t h i s area to determine i f
t h i s f inding i s cons i s t en t with other populations and why
i t occurs .
5. A study needs to be conducted to determine the
r e l a t i o n s h i p between motivation and d i s sa t i s fac t ion factors
and p e r s o n a l i t y types by using the Myers-Briggs Type
Ind ica to r .
6. Data are l imi ted on how motivators and d i s s a t i s
f ie rs opera te in higher education. Extensive research needs
to be undertaken to expand the base of motivation and d i s
s a t i s f a c t i o n f ac to r s to other populations within education.
7. A study comparing the motivation and d i s s a t i s
faction f ac to r s of the t r a d i t i o n a l and nontradi t ional
student should be conducted to determine i f any s i m i l a r i
t i e s or d i f fe rences e x i s t between them.
8. A study i s recommended to determine the r e l a t ion
ship between motivat ion fac to r s , d i s sa t i s fac t ion fac tors ,
and pe r sona l i t y types of higher education dropouts to see
if they d i f f e r from successful s tudents .
9. The r e l a t i o n s h i p between value systems and the
motivation of people i s important. Further studies between
these v a r i a b l e s , using d i f fe ren t methods and techniques, i s
recommended.
68
10. According to the findings of this study,
teaching does have an impact on the performance of the stu
dent in the classroom. Further study needs to be con
ducted to determine if this result is consistent with other
aroups in higher education and develop methods for increas
ing the good student experiences and decreasing the bad
student experiences.
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74
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APPENDIX
A.
B.
C.
D.
V a l u e s F o r L e a r n i n g Q u e s t i o n n a i r e
V a l u e s P r o f i l e o f E l C e n t r e C o l l e g e S tud ;
P a t t e r n e d I n t e r v i e w
L e t t e r o f A p p r o v a l
:3 and -ea
76
QUESTIONNAIRE INSTRUCTIONS
The values for learning questionnaire has eight
statements to which you need to respond. There must be a
total of 12 points for each question and a total of 96
points for each questionnaire. If you feel strongly about
one response, then 12 points should be assigned to that
response. If you feel that more than one response is
needed to project your feelings, then select more than one
response, but you must express the strength of each feeling
by assigning the correct niimber of points for that feeling.
The total niamber of points for each statement mtist still
total 12.
The instrument is scored by summing the points for
each letter in the questionnaire. The value systems are
associated with the letters in the questionnaire as shown
below:
Letter d Existential
Letter a Sociocentric
Letter f Manipulative
Letter c Conformist
Letter b Egocentric
Letter e Tribalistic
77
Appendix A: Values For Learning Questionnaire
VALUES FOR LEARNING ^ e TI>l,qM.W«0«W». l ,cqOV*t9'»i . i 'WO. VlWCW»ia.yi..wi>Ol..e«., T l i . r—.—..-.,-^ ^
,. To rat, • * « * > " ' " o " " " • " » * ~ " *" • ' ^ ' " ^ • " • b« an umlruciurcd procra t*mt peoplt h o * tlw op-
pwlunitv to icq««« mv knowttdgi that is hnporunl toUinn-
• bt • lii'lY ntucnif ed tyslim. M<wn riquiranMnti • » citarlv dtfinad and ittxtaMi ihould o k * ih* awncs pmaibtd by tlw ithool.
• gin people ilw ikiHi ilwy "—<> to tuniv* in tha "d(i9«al-d09" wwld o» oun.
. pio»itl« 900d itachen who • • aw* to guidt and di-tect itudann in the path IhM i« b«it lor them.
I help people underitind their Ixuc humenKa and indi people to IKn loqether in a v^'n ot biMtier-hood.
• meet individual career needs and giM ttudems the tools they need to be financially succeoiul in life.
d c
b e
a
f
X To eaoiieaee nudaaa I iMnk i
• prooide an open and noponiw miiruiimiiii vtherv nudenn are abta u relm to it» msiraeiarbodia** teaehar and a friend.
• (voiiide a nuiiile enofronmem valwre siudenn liam some iniM mm bodt wlai and how dwy learn.
• let the mdenn knoer aha ii m cttar^e ae an linvi, OHMneiae. they «•« t * > a * M j , > a f ihviMKHRw.
niadBKs unlvnam oiiaCs npfoerf of I dear and defailmt dan
* * " ^ nwtena *aom «m if Acy cart d> ihe dan <wrt, he/dw is <iia)i itwn to htl^ dtem.
• >« the nudenn ioww wnaTs in ir ror tlRnr and h«r HwanrsswM heJDihemaciiieMviltaircanBrnieKin We.
a d b c e f
2. The kind of teachar Hike it one who:
• tells me exactly what the asaiymMnis are and how lo do them and is these when I need help.
• keeps oil my back because I don't like anybody telling me what to do or how to act.
• outlines the course in dttaii, isn't <• •>> chan^nq Ms/hef mind, and makes sure lha< students loHow the cotjtse outline.
• • understands the game of qetting through school ar«l
kinwi how and when to borfans wiili stwIentSL
• gets students working loqeiher in dose hamsony by being mora a liwnd tlian a teachs.
• gins me access to tf« inlormation I need and leans me akme to learn in nay own way.
e b c f a d
«. Grades are part of eirwysdwaasvssima. I tWiilr yadlny
Iliac
• is giM aaodxr war IB "pat down' he .nxlmn awf •ha gaod grades jsuaMV Dis ta ihc tear^xr's lawirimi
• stMBld ba baed on staeofied: nomlardy irnt ne con. MIBHly and fairhr applied lis aH students.
• is bast M r in ilea whafs best for UK
ft9 rtsr leaefters. Thay inww
[ nor ba w compenriva or rigid- ihai it cansi conllier or hant reeftnqs aman^ the studen is.
,s probahly nacessary. bar I lend lo-relyon'myself in ifelwiimwnii whasher or nor I met my awn li*afninf|
f b c e a d
78
5 Esery student attends classes wi th others. T o me the other
clan membefs;
• aie responsible for their o w n education and are free
10 behave at they choose without imposing their values
on me.
• can do wiiaiever they want just so they don't try to ixidi me around or gut me involved.
• should sticli together and try to learn as much as they can by listening carelully to their teacher.
I ihouki realiie it is their responsibility to study hard and (oilow Ihe class outline il they expect to do wel l .
• need lo realize that the whole thing is a game and they
sometimes need to pull together i l they want to coma
out ahead.
• should vnork together not only to understand tha course content, but more important ly , to gam a better uiKlersIanding of each other.
d
b e c
f a
7. Not all people leain tha l a m . way. I think I learn best when:
• I can do the assignments my own way so I can get through as quickly and as easily as possible.
• I know what's expected ol me and the teacher lectures well and makes delinile assignments in the text lor mo to read.
• I learn the hard way through my own experience. I don't trust most things I reail or hear.
• I am made aware o l the available resources and then given complete lieeilom to explore a problem in my
• the teacher shows me step-by-step how to do Ihe assignments and is there to help me il I have problems.
• I am part o l a group where everyone openly shares their ideas and feelings with Ihe class.
f c
b
d e a
. Emy teacher h j t certain formal or informal d a i t r o o m lulft. I think IhaM rulai ar t :
• neceiury to preserve order in t h * c lau , and sttxlents who violate the rules ifKHikl be made to undersiand how important i( ii to follow the r u l t i .
• best when they are few, and effective if they succeed in putlirtg the burden of responsibdity on ifw students.
• generally made by the teacfwrt for the teachers and many rules don't give the student a chanca.
• uielut if they piorT>o(e harnMHty anwng students arxt don't cause hard feelings.
• neceuary to keep students from doing the wrong lliings and protect us from students w h o want to break the rules.
• may be necessary for some people, but I believe it's lomeiimei o.k. to br=ak rules in harmless ways.
c
d
b
a
e
f
8. Ad courses have some kind of tasting system. I think testing:
• creates too much competition among students and destroys the spirit of cooperation and friendliness that ihould exist in every classroom.
• is I good way for the teacher to find out which students paid attention in class and did their assignments.
• IS often a necessary measuring system yet many limes depersonalizes and fails to reltect what a person has actually learnad.
• is often iust a way teachers have of showing the power and control they have over students.
• ihould only be one source of grading and studants ihouU have other alternative ways to get a good final grade.
• should be planned and announced well in advance and students should be told exactly what material the lest will cover.
a e
d
b
f c
CENTEH FOR VALUES R E S E A R C H • D I R E C T O R S
Dl. Ctiales L. Hughes Or. Vincent S. F lowers 13110 Mill Giuve Lane 106 Thompson Drive Dtlfcit. Texas 75340 R ichardson. Texas 7 5 0 8 0
TOTAL I J
TOTAL ALL POINTS ASSIGNED TO EACH LETTER d a f c
TOTAL 12
b e =96
Appendix B
79
Values Profile of El Centro College
Students and Teachers
VALUES FOR LEARNING
80
A p p e n d i x C: P a t t e r n e d I n t e r v i e w
• '^^^'^^ ° u 5 ^ i ""^ ' ' ^ ^ ' ' ^°'' ^^^^ e x c e p t i o n a l l y good o r e x c e p t i o n a l l y b a d a b o u t y o u r e d u c a t i o n a l e x p e r i e n c e - e i t h e r y o u r p r e s e n t e d u c a t i o n o r any o t h e r c o l l e g e e d u c a t i o n you have h a d .
T e l l me w h a t h a p p e n e d .
(1) How l o n g ago d i d t h i s happen?
(2) How l o n g d i d t h e f e e l i n g l a s t ? VJhat s p e c i f i c a l l y made t h e c h a n g e of f e e l i n g b e g i n ? When d i d i t e n d ?
(3) Was w h a t h a p p e n e d t y p i c a l of what was go ing on a t t h e t i m e ?
(4) T e l l me p r e c i s e l y why you f e l t t h e way you d i d a t t h e t i m e ?
(5) What d i d t h e s e e v e n t s mean t o you?
(6) Did t h e s e f e e l i n g s a f f e c t t h e way you performed i n e d u c a t i o n ? How? How long d i d t h i s go on?
(7) Can y o u g i v e me a s p e c i f i c example of t h e way i n w h i c h y o u r e d u c a t i o n a l pe r fo rmance was a f f e c t e d ?
(8) Did w h a t h a p p e n e d a f f e c t t h e way you f e l t abou t •the i n s t i t u t i o n o r make you f e e l good o r bad a b o u t t h e o c c u r r e n c e i t s e l f ?
(9) Did t h e c o n s e q u e n c e s of what happened a t t h e t ime a f f e c t y o u r c a r e e r ? How?
(10) I s t h e r e a n y t h i n g e l s e you would l i k e t o say about t h e s e q u e n c e o f e v e n t s you d e s c r i b e d ?
A s e c o n d s e q u e n c e o p p o s i t e t h e f i r s t sequence was s o l i c i t e d u s i n g t h e same p r o c e d u r e .
81
Appendix D: L e t t e r of Approval
March 15, 1978
Mr Joseph A. Patterson
2155 55th St.
Lubbock, Tx. 79407
Dear Mr. Patterson:
In response to your letter dated 3/5/78, you have my
permission to duplicate and use the VSA values for learning
questionnaire to collect the value orientation data for
your research project. Also feel free to show the (1)
values for learning questionnaire, (2) method of scoring
the questionnaire, (3) values for learning personal pro
file based on the El Centro study, and (4) one page com
posite of the value system used in the VSA, in the appendix