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This supplemental motivation/learning and spatial acuity study was initiated as a follow-up to a preliminary study conducted in an introductory graphics course in the summer of 2011. The intent of the preliminary study was to assess the abilities of students to visualize rotated three-dimensional objects and determine associations/relationships with intrinsic goal orientation, extrinsic goal orientation, and task value, control of learning beliefs, self-efficacy learning performance, and test anxiety. Specific subgroups were identified within the study concerning high and low achievement in previous university offerings; however, student participant numbers prevented comprehensive subgroup analysis and therefore was restricted to a whole sample analysis concerning motivation and spatial acuity association. The supplemental study was conducted in the fall of 2011. Summer 2011 student enrollment was restricted to 30 students per section, where fall of 2011 sections of the introductory graphics course are restricted to 60 students per section, thus permitting adequate sample size to investigate the at-risk population based on previous university achievement. The preliminary study methodology was replicated for the supplemental investigation, the Purdue Spatial Visualization Test Visualization of Rotations: Mental Rotation Test and the Motivated Strategies for Learning Questionnaire (MSLQ) Attitude Survey were paired and administered to university undergraduate technology, engineering, and design education and engineering students. Similarly, a determination of student intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy learning performance, and test anxiety was conducted and paired with abilities of students to visualize rotated threedimensional objects to highlight associations/relationships among student motivation and learning and mental rotation ability. The supplemental study data collection allowed for subgroup investigation of the at-risk population, therefore enabling the researchers to capture a more holistic data-based view of student belief systems and how they can potentially promote student abilities in engineering design graphics courses.

At-risk Visual Performance and Motivation in Introductory Engineering Design Graphics