Individual motivation and self-perception of excel skills learning: An empirical study of first-generation college students and their peers

Abstract

Organizations increasingly emphasize technical knowledge and analytical skills for their job candidates, but an overwhelming percentage of college students do not consider their analytical skills adequate. Moreover, gaps exist in digital skills between underserved students and their counterparts. This study examines the Excel skills learning of first-generation college students (FGCS) and their peers by focusing on FGCS motivation and perceived learning in a campus-wide Excel Skills Training Workshop at a four-year, minority-serving public university in the United States. Our regression analysis of 88 paired survey responses shows that FGCS were less likely than their peers to perceive a successful learning outcome, but individual motivation had a significantly positive effect on students’ perception of their Excel skills learning. Our supplemental analysis of 24 teams in the post-workshop case analysis competition reveals that students’ self-perception is inconsistent with their actual performance in some Excel skills, and students performed better in tasks that require technical skills than those requiring soft skills. Our study provides practical implications for designing scalable, effective analytics skills training programs in accounting and business education.