Sources of Self-Efficacy in Undergraduate Engineering

Usher, Ellen L.; Mamaril, Natasha A.; Li, Caihong; Economy, David Ross; Kennedy, Marian S.

doi:10.18260/p.24723

Cited by 16 publications

(13 citation statements)

References 20 publications

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“…These results show increases in self-efficacy across many dimensions, including general engineering self-efficacy, engineering skills self-efficacy, engineering design self-efficacy, creative self-efficacy, and general self-efficacy. This is consistent with literature taken across many programs [9] [16]. Work is ongoing to analyze student surveys taken from the 2019-2020 academic year.…”

Section: Limitations and Future Worksupporting

confidence: 85%

“…One strategy for establishing self-efficacy involves intentionally creating opportunities for students to experience success in overcoming challenges, or what Bandura refers to as "mastery experiences" [1]. When asked to identify experiences that influence their self-efficacy or confidence in their engineering abilities, undergraduate engineering students often cite such challenges and experiences, mentioning successes in their course work and the design of a functioning device [9] [10] [11]. Similarly, engineering students refer to their understanding and learning of course material, their own motivation, and their course-related abilities as influencing their self-efficacy to perform well in a given course [11].…”

Section: Role Of Self-efficacy In Educational Developmentmentioning

confidence: 99%

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Work-In-Progress: Engineering Self-Efficacy in First-Year Design

Gray

Saterbak

Santillan

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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She serves as a project manager and researcher for both qualitative and quantitative evaluation and research efforts, in partnership with community-based programs as well as campusbased initiatives. Megan came to Duke from the nonprofit field, where she evaluated and monitored implementation of county-wide early childhood programs. Her prior experience includes school-based social work, teen pregnancy prevention/positive youth development programming, and public health evaluation.

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Section: Limitations and Future Worksupporting

confidence: 85%

Section: Role Of Self-efficacy In Educational Developmentmentioning

confidence: 99%

Work-In-Progress: Engineering Self-Efficacy in First-Year Design

Gray

Saterbak

Santillan

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

View full text Add to dashboard Cite

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“…Vicarious experiences are observations of others in similar contexts, including role models. In another study on engineering students, role models were found to be especially effective for women in engineering [20]. Physiological reactions, finally, are related to the negative responses of stress and burnout, but also positive responses such as in friendly competition [19].…”

Section: Self-efficacymentioning

confidence: 97%

What to do? A Review of the Academic Time-Based Decision-Making Literature

Rupar

Strong

2019

PCEEA

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Time-based activities at Universities are shifting toward a more transactional approach, yet there is little understanding of the time management capabilities of students in adapting to a more flexible structure. Although many studies report on efforts to address engineering students being stressed, surfacelearning oriented, and prone to missing class, few studies address how these relate to students’ time management. In an effort to explore how students value, prioritize, and spend their time, this paper proposes a new term, “Academic Time-Based Decision-Making” (ATBDM), which lies at the crossroads of time management, selfefficacy, and self-regulated learning. Factors influencing ATBDM are currently mostly speculative, although class scheduling, social norms, and the internet and social media are frequent causal suggestions. It is also unknown as to how ATBDM is conducted across the breadth of students, which skills or “tools” are employed, and whether the process or influencing factors change over the course of time. A research study to explore why and how engineering students make academic decisions is proposed. By providing deeper insights into the factors influencing ATBDM, it may be possible to develop more effective support or intervention to assist students in making balanced and positive choices.

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“…Self-efficacy is one's own personal judgements about their abilities to achieve specific goals [7]. Indeed, self-efficacy positively impacts academic performance, with math and science self-efficacy being especially important for persistence of engineering students [8]. According to Bandura's Self Efficacy Framework [9], there are several types of information that can influence self-efficacy.…”

Section: Provide Opportunities To Develop Academic Self-efficacymentioning

confidence: 99%

A Summer Calculus Experience to Encourage Development of Community and Self-efficacy Building of Civil Engineering Students

Watson¹,

Ghanat²,

Wood³

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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The Citadel. He acquired a Bachelor's in Engineering Physics Summa Cum Laude with Honors followed by Civil Engineering Master's and Doctoral degrees from Texas Tech University. His technical research focuses on the intersection of soil-structure interaction and structural/geotechnical data. He encourages students pushing them toward self-directed learning through reading, and inspiring enthusiasm for the fields of structural and geotechnical engineering. Dr. Wood aims to recover the benefits of classical-model, literature-based learning in civil engineering education.

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Sources of Self-Efficacy in Undergraduate Engineering

Cited by 16 publications

References 20 publications

Work-In-Progress: Engineering Self-Efficacy in First-Year Design

Work-In-Progress: Engineering Self-Efficacy in First-Year Design

What to do? A Review of the Academic Time-Based Decision-Making Literature

A Summer Calculus Experience to Encourage Development of Community and Self-efficacy Building of Civil Engineering Students

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