Role of Self-efficacy in the Learning Output of Engineering Education

Venugopal, Abhijith; Singh, Rajni; Shanmugasundaram, Devika

doi:10.1007/978-3-030-44248-4_23

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…That is, students who had high self-efficacy set higher goals than students with lower selfefficacy [44]. This finding is consistent with the findings of Venugopal et al [45], indicating that self-efficacy has an essential role in reinforcing the LOs of engineering students. Therefore, SCCT is a reasonable framework with which to investigate the effects of WIL, learning processes, and psychological factors on LOs.…”

Section: A Social Cognitive Career Theory (Scct): the Direct And Indirect Relationships Of Educational Processes With Career Developmentsupporting

confidence: 90%

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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Learning outcomes (LOs) provide an essential foundation for evaluating the effectiveness of higher education institutions (HEIs). LOs have been accepted as criteria for accrediting academic programs; however, little is known about why students vary in their desired outcomes and how experiences in the workplace and learning strategies have different impacts on LOs. Based on social cognitive career theory (SCCT), this study investigated the relationships among work-integrated learning (WIL), learning strategies, institutional and goal commitments, engineering skill self-efficacy, engineering career outcome expectations, lifelong learning skills (LLLs), achievement goal orientation, and LOs. The participant pool consisted of 1,316 undergraduate engineering students from 11 HEIs in Thailand. Hypotheses regarding the causal relationships, including the direct and indirect effects, were examined by using structural equation modeling (SEM). Both the measurement and structural equation models showed a good fit to the data. The results of the SEM indicated that achievement goal orientation, LLLs, and engineering skill selfefficacy had significant positive direct effects on LOs. Learning strategies had a strong direct effect on LLLs and institutional and goal commitments. The practice of WIL in the workplace was an important factor in building engineering skill self-efficacy and LLLs. The mediation analysis indicated that learning experience (i.e., institutional and goal commitments) and psychological factors played important roles in the relationship between learning strategies and LOs. This study confirmed and expanded the SCCT research. Finally, theoretical and practical implications for LO development were identified based on the results.INDEX TERMS Work integrated learning, learning outcomes, learning strategies, career outcome expectations, lifelong learning skills, engineering skill self-efficacy.

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Section: A Social Cognitive Career Theory (Scct): the Direct And Indirect Relationships Of Educational Processes With Career Developmentsupporting

confidence: 90%

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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A narrative systematic review on the effect of self-efficacy towards academic perseverance and career pursuance: The case of TVET graduates

Najib,

Yunus,

Nordin

et al. 2023

Xvii Mexican Symposium on Medical Physics

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Co-creating academic career self-efficacy: exploring academic career segments, mediating and moderating influences in engineering education trajectory

Mahajan

2024

Front. Educ.

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IntroductionThis study explores the dynamic relationship among different academic career stages within engineering education, using academic career self-efficacy (ACSE) – one’s belief in their academic ability, as the unitary construct. The purpose of this study was to examine the relationships between the academic career segments demonstrating self-efficacy at the beginning of career, during academic progression, and post-graduation completion, along with the mediating and moderating effects corresponding to the relationships.MethodsQuantitative survey was conducted on Indian recent engineering graduates. Data was collected from closed-ended questionnaire. Structural equation modeling was employed to analyze the relationships among academic career segments, mediation and the moderating impact of personal traits.ResultsThere were statistical significances among the relationships between academic career segments with each other. Notably, ACSE during academic progression emerged as a crucial mediator between entry-level ACSE and ACSE post-graduation completion. Furthermore, gender, social caste, engineering major, campus placement and engineering grade were identified as significant moderators for these relationships.DiscussionIt sheds light on the significance of ACSE throughout diverse academic career segments enhancing career aspirations, engineering skills, and expressions and reflections that facilitate collaborative co-creation for engineering as a career. It contributes to the positive propagation of engineering education as an excellent and rewarding career choice.

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Role of Self-efficacy in the Learning Output of Engineering Education

Cited by 3 publications

References 20 publications

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

A narrative systematic review on the effect of self-efficacy towards academic perseverance and career pursuance: The case of TVET graduates

Co-creating academic career self-efficacy: exploring academic career segments, mediating and moderating influences in engineering education trajectory

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