Abstract
This is a cross-sectional study of 519 undergraduate engineering majors’ self-efficacy beliefs at a large, research extensive, Midwestern university. Engineering self-efficacy is an individual’s belief in his or her ability to successfully negotiate the academic hurdles of the engineering program. Engineering self-efficacy was obtained from four variables: self-efficacy 1, self-efficacy 2, engineering career outcome expectations, and coping self-efficacy. The four variables were analyzed using a repeated analysis of variance among levels of gender, ethnicity, years students had been enrolled in their engineering program, and transfer status. No significant differences in mean engineering self-efficacy scores were found by gender, ethnicity, and transfer status. However, significant interactions between gender and the subscales, ethnicity and the subscales, and transfer status and the subscales were found. Significant differences in mean engineering self-efficacy scores were found among years students had been enrolled in the program.
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Concannon, J.P., Barrow, L.H. A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status. J Sci Educ Technol 18, 163–172 (2009). https://doi.org/10.1007/s10956-008-9141-3
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DOI: https://doi.org/10.1007/s10956-008-9141-3