Abstract
This study examines differences in women’s engineering self-efficacy beliefs across grade levels in comparison to men’s engineering self-efficacy (ESE) beliefs across grade levels. Data for this study was collected from 746 (635 men, 111 women) engineering students enrolled in a large research extensive university. Four major conclusions resulted from this study. (1) No significant differences in overall mean engineering self-efficacy scores were found by gender. However, this study found differences between men’s and women’s mean coping self-efficacy (CSE) and engineering career outcome expectations (ECOE) subscale scores. Freshmen men had significantly higher ECOE compared to upperclassmen women. (2) Overall, fifthyear men had significantly lower mean ESE scores compared to all other groups. (3) When the fifth-year group was removed from the data set, all first-year students had significantly lower subscale scores compared to all other years. In addition, men in their first-year of engineering had significantly lower subscale scores compared to other groups of men. (4) No significant differences in overall ESE scores were found among first to fifth-year women. Also, no significant differences in self-efficacy subscale scores were found among first to fifth-year women.
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Appendix
Appendix
Directions: For each statement below indicate whether you Strongly Disagree, Disagree, Slightly Disagree, Neither Disagree nor Agree, Slightly Agree, Agree, Strongly Agree, or Don’t Know by circling the appropriate number.
1 = Strongly disagree | 2 = Disagree | 3 = Slightly disagree | 4 = Neither agree or disagree | 5 = Slightly agree | 6 = Agree | 7 = Strongly agree | ||
|---|---|---|---|---|---|---|---|---|
1. | I can succeed in an engineering curriculum | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
2. | I can complete the math requirements for most engineering majors | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
3. | I can succeed in an engineering curriculum while not having to give up participation in my outside interests (e.g. extracurricular activities, family, sports) | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
4. | I can excel in an engineering major during the current academic year | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
5. | I can succeed (earn an A or B) in an advanced physics course | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
6. | I can complete any engineering degree at this institution | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
7. | I can succeed (earn an A or B) in an advanced math course | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
8. | I can complete the physics requirements for most engineering majors | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
9. | I can succeed (earn an A or B) in an advanced engineering course | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
10. | I intend to persist majoring in engineering next year | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
11. | I can complete the chemistry requirements for most engineering majors | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
12. | Someone like me can succeed in an engineering career | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
13. | I can cope with not doing well on a test | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
14. | A degree in engineering will allow me to obtain a well-paying job | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
15. | I can make friends with people from different backgrounds and/or values | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
16. | I expect to be treated fairly on the job. That is, I expect to be given the same opportunities for pay raises and promotions as my fellow workers if I enter engineering | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
17. | I can cope with friends’ disapproval of chosen major | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
18. | A degree in engineering will give me the kind of lifestyle I want | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
19. | I expect to feel “part of the group” on my job if I enter engineering | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
20. | A degree in engineering will allow me to obtain a job that I like | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
21. | A degree in engineering will allow me to get a job where I can use my talents and creativity | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
22. | I can approach a faculty or staff member to get assistance | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
23. | I can adjust to a new campus environment | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
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Concannon, J.P., Barrow, L.H. A Reanalysis of Engineering Majors’ Self-Efficacy Beliefs. J Sci Educ Technol 21, 742–753 (2012). https://doi.org/10.1007/s10956-011-9362-8
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DOI: https://doi.org/10.1007/s10956-011-9362-8