Self-Efficacy Development among Students Enrolled in an Engineering Service-Learning Section
Self-Efficacy Development among Students Enrolled in an Engineering Service-Learning Section
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工程服务学习组学生的自我效能感发展
DOI：
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发表时间：
2018
影响因子：
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通讯作者：
T. Karp
中科院分区：
文献类型：
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作者：
Lauren A. Dent;P. Maloney;T. Karp
服务学习为学生提供了令人兴奋的新方法来加强他们的学习。 教育工作者和学者一致认为，服务学习与自我效能感有关，而自我效能感会影响学生的表现。 这项研究测试了参加服务学习和一年级工程课程传统部分的学生的自我效能感的发展情况。使用先前开发的指标工程技能评估 (ESA)，参加服务学习 (SL) 和“传统”（非 SL）部分的学生对 11 项以前被认为对工程很重要的技能的自我效能进行了量化。 在学期开始和结束时比较了 SL 和非 SL 学生的反应。 使用探索性因素分析 (EFA) 对收集到的数据进行分析，将 11 种技能的自我效能评级分为三个有意义的结构：(1) 工作相关技能 (2) 人际交往能力和 (3) 生活技能。 课程结束时，非 SL 学生在所有领域的平均自我效能得分显着提高，而 SL 学生在 11 项技能中的 4 项和 3 项技能中的 2 项的平均自我效能得分显着提高。 非 SL 学生的自我效能感增长显着更高，这可能是由于邓宁-克鲁格效应。 然而，两个人群中相似比例的人都表示，他们的技能在学期结束时由于课程而得到了提高。 这项研究还支持使用 ESA 作为可靠的心理测量工具来评估学生的自我效能及其与服务学习的关系。
Service-learning presents exciting new ways for students to enhance their learning. Educators and scholars agree that service-learning is connected to self-efficacy, which affects student performance. This research tests the development of self-efficacy in students enrolled in service-learning and traditional sections of a first-year engineering course. Using a previously developed metric, the Engineering Skills Assessment (ESA), students enrolled in service-learning (SL) and “traditional” (non-SL) sections quantified self-efficacy on 11 skills previously deemed important for engineering. Student responses were compared between SL and non-SL students at the beginning and end of the semester. Analysis of the collected data using exploratory factor analysis (EFA) grouped self-efficacy ratings for the 11 skills into three meaningful constructs: (1) Job-related skills (2) Interpersonal skills and (3) Life skills. Mean self-efficacy scores were significantly better at the end of the course for non-SL students in all areas and for SL students in four of the 11 skills and two of the three constructs. Self-efficacy growth was significantly higher for non-SL students, which may be due to the Dunning-Kruger effect. However, similar percentages of both populations self-reported that their skills were improved at the end of the semester due to the class. This research also supports the use of the ESA as a reliable psychometric tool to evaluate student self-efficacy and its relationship to service-learning.