The role of intrinsic motivation in student imagination: A comparison between engineering and science majors

The current study analyzed how learning resources and human aggregates moderate the effect of intrinsic motivation on the imaginative capabilities of undergraduates. The differences between the moderation models of engineering and science majors were also compared. We administered a survey at seven universities across different regions in Taiwan. Our participants were divided into two groups: the first group consisted of 473 science majors, whereas the second group consisted of 478 engineeringmajors. Structural equation modeling was usedtotest all the proposed hypotheses. The results demonstrated that imaginative capabilities became highest when students had high intrinsic motivation, learning resources, and human aggregates. The major difference between the engineering and science groups was the moderating effect of intrinsic motivation and learning resources on initiating imagination. In other words, the initiating imagination for those engineering students who are insensible to learning resources was strongly stimulated when their intrinsic motivation remained high. The other critical difference was the moderating effect of intrinsic motivation and human aggregates on transforming imagination. Inother words, transforming imagination for those engineering students who are insensible to human aggregates was strongly stimulated when their intrinsic motivation remained high. Practical implications of the study are discussed and research limitations are explained. ? 2017 TEMPUS Publications.