Motivations of Information System Students in Final Project and their Implications to Technology and Innovation

Full Text (PDF, 740KB), PP.1-13

Views: 0 Downloads: 0


Ilana Lavy 1,* Rashkovits Rami 1

1. Management Information Systems Department, the Max Stern Yezreel Valley College, ISRAEL

* Corresponding author.


Received: 5 Nov. 2015 / Revised: 2 Dec. 2015 / Accepted: 13 Jan. 2016 / Published: 8 Feb. 2016

Index Terms

Information systems education, innovations in final project, technologies' selection


In this study, we describe Information Systems students' decision making along their engagement with their final project regarding the complexity and innovations of their projects, and the technology they selected for the implementation. Data was gathered from projects' documentation; a questionnaire handed to the study participants, and from in-depth interviews conducted with representative group of them. Analysis of the data revealed that high achievers tend to develop innovative and complex final projects using major extensions of technologies learned in class while low achievers tend to develop simple and basic final projects using merely technologies learned in class or a minor extension of them. Surprisingly, some of the average and low achievers and none of the high achievers tended to use completely new technologies to gain relative advantage when applying for jobs, although this choice necessitated them to cope with large knowledge gaps.

Cite This Paper

Lavy I., Rashkovits R., "Motivations of Information System Students in Final Project and their Implications to Technology and Innovation", International Journal of Modern Education and Computer Science(IJMECS), Vol.8, No.2, pp.1-13, 2016. DOI:10.5815/ijmecs.2016.02.01


[1]Gorgone, J., Davis, G. B., Valacich, J. S., Topi, H., Feinstein, D. L., & Longenecker, H. E. "IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems". The Communications of the Association for Information Systems, 11, article 1. 2003.
[2]Meichenbaum, D., & Biemiller, A. "Nurturing Independent Learners: Helping Students Take Charge of Their Learning". Brookline Books, PO Box 1047, Cambridge, MA 02238; tele.‏ 1998.
[3]Pintrich, P. R., & Zusho, A. "The development of academic self-regulation: The role of cognitive and motivational factors". In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp.249–284). San Diego, CA: Academic Press. 2002.
[4]Zimmerman, B. J. "Attaining self-regulation: a social cognitive perspective". In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation. San Diego: CA: Academic Press. 2000.
[5]Zimmerman, B. "Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects". American Educational Research Journal, 45(1), 166-183. 2008.
[6]Jarvela, S., & Jarvenoja, H. "Socially constructed self-regulated learning and motivation regulation in collaborative learning groups". Teachers College Record, 113(2), 350-374. 2011.
[7]Wolters, C.A. "Regulation of motivation: Contextual and social aspects". Teachers College Record, 113(2), 265-283, 2011.
[8]Harris, K. R., Friedlander, B.D., Saddler, B., Frizzelle, R. & Graham, S. "Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom". Journal of Special Education, 39 (3), 145-156, 2005.
[9]De Bruin, A.B., Thiede, K.W., & Camp, G. "Generating keywords improves metacomprehension and self-regulation in elementary and middle school children". Journal of Experimental Child Psychology, 109 (3), 294-310, 2001.
[10]Neuendorf, K. A. "The Content Analysis Guidebook". Thousand Oaks, CA: Sage Publications. 2002.
[11]Taylor, S.J. & Bogdan, R. "Introduction to Qualitative Research Methods". New York: John Wiley & Sons. 1998.
[12]Usher, E. L., & Pajares, F. "Sources of self-efficacy in school: Critical review of the literature and future directions". Review of Educational Research, 78, 751-796, 2008.
[13]Bouffard-Bouchard,T. Parent, S. & Larivee, S. "Influence of self-efficacy on self-regulation and performance among junior and senior high school aged students". International Journal of Behavioral Development, 14, 153-164, 1991.
[14]Pajares, F., & Graham, L. "Self-efficacy, motivation constructs, and mathematics performance of entering middle school students". Contemporary Educational Psychology, 24(2), 124–139, 1999.
[15]Slavin, R. E. "Achievement effects of ability grouping in secondary schools: A best-evidence synthesis". Review of educational research, 60(3), 471-499, 1990.
[16]Gallagher, K. P., Kaiser, K. M., Simon, J. C., Beath, C. M., & Goles, T. "The requisite variety of skills for IT professionals". Communications of the ACM, 53(6), 144-148, 2010. ‏
[17]Rosenbaum, J. E. "Beyond College for all: Career paths for the forgotten half". Russell Sage Foundation. 2001.
[18]Linnenbrink, E. A., & Pintrich, P. R. "Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition". 2000.
[19]Ames, C. "Classrooms: Goals structures and student motivation". Journal of Educational Psychology, 84(3), 261-271, 1992.
[20]Maehr, M. L. & Midgley, C. "Transforming School Cultures". Boulder CO: Westview Press. 1996.
[21]Nicholls, J.G. "The Competitive Ethos and Democratic Education". Cambridge, Massachusetss: Harvard University Press. 1989.
[22]Banks, M. & Woolfson, L. "Why do students think they fail? The relationship between attributions and academic self-perceptions". British Journal of Special Education. 35 (1), 49–56, 2008.
[23]Lodewyk, K.R., Winne, P.H. & Jamieson-Noel, D.L. "Implications of task structure on self‐regulated learning and achievement". An International Journal of Experimental Educational Psychology.29 (1), 1-25, 2009.
[24]Bandura, A. "Self-efficacy". In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. 1994.
[25]Deci, E.L., Ryan, R.M. & Williams, G. C. "Need satisfaction and the self-regulation of learning". Learning and Individual Differences. 8, (3), 165-183, 1996.
[26]Lavy, I. & Yadin, A. "Soft skills – An important key for employability in the "shift to a service driven economy" era". International Journal of e- Education, e-Business, e-Management and e-Learning, 3, (5), 416-421, 2013.
[27]Gillard, S. "Soft Skills and Technical Expertise of Effective Project Managers". Issues in Informing Science and Information Technology, 6, 725. (2009) Retrieved from
[28]Butler, D. L., & Winne, P. H. "Feedback and self-regulated learning: A theoretical synthesis". Review of Educational Research, 65, 245–281, 1995.