Experience is not mastery: Unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering students
Experience is not mastery: Unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering students
复制标题
经验并不代表精通：工程一年级学生的项目任务选择与学术信心和自我效能感测量之间的意外相互作用
DOI：
10.18260/1-2--37250
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发表时间：
2019
影响因子：
1
通讯作者：
D. Chachra
中科院分区：
文献类型：
--
作者：
Laura E Hirshfield;D. Chachra
工程信心和自我效能是坚持工程的关键因素。基于团队的实践工程设计项目可以通过提供掌握经验来提高学生的工程自我效能。然而，并非所有学生都能从基于项目的团队学习中受益匪浅。学生可以承担不同的任务，从而体验到自信或自我效能的不同变化。在这项研究中，我们调查了各种项目任务所花费的时间与学生信心或自我效能的初始水平和变化之间的关系。这项研究采用混合方法进行数据收集和分析，重点关注 2012 年至 2015 年间就读于两个不同的基于项目的学习环境的 97 名学生：一所小型私立工程学院和一所大型公立大学。我们发现，在这两种情况下，工程信心和自我效能感并不是随着项目经验的增加而单调增加。尽管项目任务和相关的信心测量之间没有关系（例如，花更多时间在建筑上的学生在修补自我效能感方面并没有更高的提高），但花在写作任务上的时间与学生的初始信心/自我效能感和信心/自我效能感的变化之间存在负相关。我们的研究结果表明，花在任务上的时间可能不能代表掌握经验，并且改变自我效能或信心可能是高度个人化和情境化的。然而，一些反复出现的模式提出了可以更好地支持广大学生的干预方法。
Engineering confidence and self-efficacy are key contributors to persistence in engineering. Hands-on, team-basedengineering design projects can increase students’ engineering self-efficacy, by providing mastery experiences. However,not all students benefit similarly from project-based learning in teams; students can take on different tasks and as a result,experience different changes in confidence or self-efficacy. In this study, we investigated the relationships between timespent on various project tasks and students’ initial levels of and changes in confidence or self-efficacy. This study used amixed-methods approach to data collection and analysis, focusing on 97 students between 2012–2015 enrolled in twodifferent project-based learning contexts: at a small private engineering college and at a large public university. We foundthat engineering confidence and self-efficacy did not increase monotonically over the project experience for both contexts.Although there were no relationships between project tasks and related measures in confidence (for example, students whospent more time on building did not have a higher increase in tinkering self-efficacy), there were negative correlationsbetween time spent on writing tasks and students’ initial confidence/self-efficacy and changes in confidence/self-efficacy.Our findings indicate that time spent on task may not be a proxy for mastery experiences, and that changing self-efficacy orconfidence may be highly individual and contextual. However, some recurring patterns suggest approaches forintervention that may better support a wide range of students.