Pursuing and Adjusting to Engineering Majors
Pursuing and Adjusting to Engineering Majors
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工程专业的追求和适应
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
K. Williams
中科院分区：
文献类型：
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作者：
Matthew J Miller;R. Lent;Robert H. Lim;Kayi Hui;Helena Martin;M. Jezzi;Nicole A. Bryan;M. A. Morrison;Paige Smith;B. Watford;G. Wilkins;K. Williams
本研究是对以往社会认知职业理论研究的扩展，采用发现的方法考察了(A)促进和阻碍一年级学生适应工程专业的因素，(B)告知他们对工程职业追求的自我效能感、信念和结果预期。参与者对一系列开放式问题的回答采用内容分析和共识定性研究方法进行编码和解释。参与者报告说，他们在第一学期经历了几种类型的学业、社交和经济障碍。他们还描述了促进他们学业进步的因素--如大学课程、同龄人的社会支持和个人资源的发展--并列举了其他资源，如果有的话，可能会进一步帮助他们适应。此外，参与者确定了与完成工程学学位相关的自我效能感和结果预期的经验来源。研究考察了性别和种族群体在应对资源和自我效能感的来源、信念和结果期望方面的差异。
This study extends prior social cognitive career theory research by using discovery methods to examine factors that (a) facilitate and hinder first-year students’ adjustment to engineering majors and (b) inform their self-efficacy beliefs and outcome expectations regarding pursuit of engineering careers. Participant responses to a series of open-ended questions were coded and interpreted using content analysis and consensual qualitative research methods. Participants reported experiencing several types of academic, social, and financial hurdles during their first semester. They also described factors that facilitated their academic progress—such as university programs, social support from peers, and development of personal resources—and cited other resources that, if available, could have further assisted their adjustment. In addition, participants identified experiential sources of self-efficacy and outcome expectations relative to completing an engineering degree. Gender and racial group differences in coping resources and sources of self-efficacy beliefs and outcome expectations were examined.