The Role of Motivation, Self-Efficacy, and Career Counselling in Expansion of Engineering and Metallurgical Sciences: A Review of Colonial and Post-Colonial Educational Policies in Developing Nations

Abstract

The study examined the role of motivation, self-efficacy, and career counseling in the expansion of engineering and metallurgical sciences, with a focus on colonial and post-colonial educational policies in developing nations such as Nigeria, Ghana, Kenya, South Africa, India, and Brazil. The study was conducted in these nations, with three research questions guiding the investigation.  The population comprised 948 respondents, including 520 career counselors and 428 psychologists. Due to its manageable size, no sampling was conducted, aligning with Nworgu (2015), who advocated studying the entire group to avoid sampling errors. The Motivation, Self-Efficacy, and Career Counseling in Engineering and Metallurgical Sciences Questionnaire (MSECCEMSQ) was used for data collection. The instrument was validated by two experts in the Department of Educational Foundations and one expert in the Department of Counselling and Human Development Studies, all in the Faculty of Education, University of Nigeria, Nsukka. The reliability index was established at 0.84. Data were analyzed using mean and standard deviation for the research questions. The findings revealed that motivation and self-efficacy significantly influenced students’ interest in engineering and metallurgical sciences. Additionally, career counseling played a crucial role in guiding students toward these fields, particularly in the post-colonial era. The study contributed to knowledge by highlighting the impact of educational policies on student enrollment and retention in engineering and metallurgical sciences. It was recommended that policymakers should integrate structured career counseling programs into the curriculum to enhance student participation in these fields.