Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs
Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs
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教师是工程项目学生保留和表现的关键节点
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
C. Vogt
中科院分区：
文献类型：
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作者：
C. Vogt
很多学生在毕业前就离开了工程专业。例如，在工程和计算机科学等领域，学生们对教师难以接近或难以接近的性质发表了评论。为了评估这个问题，本研究收集了四所研究型大学的数据。利用结构方程模型，研究测量了环境对(a)自我效能感、(b)学术自信、(c)自我调节学习行为努力、批判性思维、寻求帮助和同伴学习以及(d) GPA的影响，即学术整合或教师距离。结果显示，教师距离降低了学生的自我效能感、学业信心和GPA。相反，学业整合对自我效能感有正向影响，而自我效能感又对努力和批判性思维有强烈的正向影响。因此，正在进行的教育改革努力必须鼓励工程学院了解他们的学生/教授关系的重要性，并认真采取措施，使学生能够亲自接触到他们。
Large numbers of students depart from engineering programs before graduation. For example, in fields such as engineering and computer science, students have commented on the inaccessible or unapproachable nature of faculty. To evaluate this problem, this study gathered data across four research universities. Using structural equation modeling, it measured environmental effects, i.e., academic integration or faculty distance on (a) self‐efficacy, (b) academic confidence and (c) self‐regulated learning behaviors effort, critical thinking, help‐seeking and peer learning, and (d) GPA. Results showed that faculty distance lowered self‐efficacy, academic confidence and GPA. Conversely, academic integration had a positive effect on self‐efficacy, which in turn had strong positive effects on effort and critical thinking. Consequently, ongoing educational reform efforts must encourage engineering faculty to understand the significance of their student/professor relationships and seriously undertake measures to become personally available to students.
DOI：
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发表时间：
1991-02
期刊：
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影响因子：
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作者：
D. Schunk
通讯作者：
D. Schunk