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We examined the utility of social cognitive variables in the longitudinal prediction of academic persistence and success of engineering students. The participants, 908 students enrolled in engineering majors at two state universities, completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at the end of each of their first four semesters. In the current study, students' first and second semester responses were used to predict persistence and grade

This study extends prior social cognitive career theory research by using discovery methods to examine factors that (a) facilitate and hinder first-year students' adjustment to engineering majors and (b) inform their self-efficacy beliefs and outcome expectations regarding pursuit of engineering careers. Participant responses to a series of open-ended questions were coded and interpreted using content analysis and consensual qualitative research methods. Participants reported experiencing several types of academic, social, and financial hurdles during their first semester. They also described factors that facilitated their academic progress-such as university programs, social support from peers, and development of personal resources-and cited other resources that, if available, could have further assisted their adjustment. In addition, participants identified experiential sources of self-efficacy and outcome expectations relative to completing an engineering degree. Gender and racial group differences in coping resources and sources of self-efficacy beliefs and outcome expectations were examined.

The motivating principle of the BESTEAMS (Building Engineering Student Team Effectiveness and Management Systems) project is to create a modular student team training program that can be integrated into any existing engineering undergraduate curriculum. Funded by a three-year NSF-Course, Curriculum, Laboratory Improvement (CCLI) grant, the BESTEAMS curriculum is comprehensive and developmental, offering three levels of instruction (introductory, intermediate, advanced) in three key areas of team functioning (personal awareness, interpersonal dynamics, and project management).