A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status
A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status
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按性别、种族、年份和转学状况划分的工科学生自我效能感的横断面研究
DOI：
10.1007/s10956-008-9141-3
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发表时间：
2009
影响因子：
4.4
通讯作者：
L. Barrow
中科院分区：
文献类型：
--
作者：
J. Concannon;L. Barrow
这是对一所大型、研究广泛的中西部大学 519 名工程专业本科生自我效能信念的横断面研究。工程自我效能感是个人对自己成功克服工程项目学术障碍的能力的信念。工程自我效能感由四个变量获得：自我效能感1、自我效能感2、工程职业成果期望和应对自我效能感。通过对性别、种族、学生就读工程项目的年限和转学状态水平之间的方差进行重复分析，对这四个变量进行了分析。性别、种族和转学状态的平均工程自我效能感得分没有显着差异。然而，发现性别与分量表、种族与分量表以及转移状态与分量表之间存在显着的相互作用。我们发现，就读该项目的学生的平均工程自我效能感分数存在显着差异。
This is a cross-sectional study of 519 undergraduate engineering majors’ self-efficacy beliefs at a large, research extensive, Midwestern university. Engineering self-efficacy is an individual’s belief in his or her ability to successfully negotiate the academic hurdles of the engineering program. Engineering self-efficacy was obtained from four variables: self-efficacy 1, self-efficacy 2, engineering career outcome expectations, and coping self-efficacy. The four variables were analyzed using a repeated analysis of variance among levels of gender, ethnicity, years students had been enrolled in their engineering program, and transfer status. No significant differences in mean engineering self-efficacy scores were found by gender, ethnicity, and transfer status. However, significant interactions between gender and the subscales, ethnicity and the subscales, and transfer status and the subscales were found. Significant differences in mean engineering self-efficacy scores were found among years students had been enrolled in the program.