Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning.
Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning.
复制标题
新生工科学生面临未入学的风险：学术学习的自我效能。
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
T. Williams
中科院分区：
文献类型：
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作者：
J. Ernst;Bradley D. Bowen;T. Williams
被认为有非学业继续风险的学生的学业自我效能感往往低于同龄人（Lent，2005）。在工程领域，自我效能和自信是大学继续学习和成功的主要标志（Lourens，2014 Raelin 等，2014）。 这项研究探讨了具有风险指标的一年级工科学生的学术学习自我效能感。 风险确定是通过入学轨迹来确定的，并根据学术研究的累积平均绩点进行分类。由 Klobas、Renzi 和 Nigrelli (2007) 修改的学习自我效能感 (SEL) 量表的改编版本，适用于被确定有入学风险和无入学风险的新生工程系学生。对 SEL 的内部一致性进行了分析，一旦认为令人满意（Cronbach alpha = .94），就对 22 个仪器项目中的每一个项目进行学生亚组之间的项目级结果比较。
Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific to first-year engineering students with at-risk indicators. The at-risk determination was made through trajectory to matriculate, classified by cumulative grade point average of academic studies. An adapted version of the Self-efficacy for Learning (SEL) scale, modified by Klobas, Renzi and Nigrelli (2007), was administered to freshman engineering students identified at-risk and not at-risk of matriculation. Internal consistency of the SEL was analyzed and once deemed satisfactory (Cronbach alpha = .94), item-level outcome comparisons between student subgroups were made for each of the 22 instrument items.