The Effect of Cooperative Education and Contextual Support on the Reten- tion of Undergraduate Engineering Students
The Effect of Cooperative Education and Contextual Support on the Reten- tion of Undergraduate Engineering Students
复制标题
合作教育和情境支持对本科工科学生保留的影响
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Hamann
中科院分区：
文献类型：
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作者：
J. Raelin;J. Hamann
本研究考察了人口学特征、合作教育、情境支持和自我效能感三个维度及其随时间的变化对工科本科生保留的影响。它是基于一个路径模型，链接上下文支持和合作教育和其他形式的学生工作经验，自我效能作为保留在大学和工程专业的基础。它也是纵向的，因此它检查了学生学习经历中的三个时间段：第二年，第三年和第四年。数据库由来自四所参与大学的工程学院的所有二年级学生组成：东北大学，罗切斯特理工学院，弗吉尼亚理工学院和州立大学，以及怀俄明州大学。学生回答最初填写了一份20分钟的调查，其中包括三种形式的自我效能评估。然后，他们在一年和两年后（作为第三和第四年的学生）填写了可比的后调查，在此期间，那些选择合作社的人可以完成他们的第一次和第二次合作社安置。研究结果验证了路径模型。在所有的时间段的学业自我效能感和上下文支持被认为是至关重要的保留。背景支持被认为是特别重要的妇女，似乎是一个诱因留在学校和工程。工作自我效能，由学生在学校的第二和第四年之间发展，也是保留的一个重要因素，尽管它与学生参与合作社计划密切相关。除了学业自我效能感，学生保留率的压倒性关键预测因素是学生参加的合作社数量。在人口变量中，相对较高的GPA被认为是坚持工程和学校的诱因。在研究的第二个调查点，研究人员还发现，学生之前的SAT分数对保留有可测量的影响。最后，那些习惯了较长时间工作的学生比那些一生中工作经验较少的学生更倾向于离开大学。在上下文的支持变量，从朋友和一个人的大学的支持被发现解释保留在第一次调查的时候，学生反映他们的大一的经验。一项出乎意料但又适度的发现是，那些坚持在专业和学校里的学生比那些离开的学生更挑剔他们的导师。本研究中合作社的研究结果不仅支持了那些长期以来断言优质合作社可以提高本科生保留率的人，而且还证明了合作社可以持久增强学生的工作自我效能感。P ge 23190.3
This study examines the effect of demographic characteristics, cooperative education, contextual support, and three dimensions of self-efficacy and their change over time on the retention of undergraduate engineering students. It is based on a pathways model that links contextual support and cooperative education and other forms of student work experience to self-efficacy as a basis for retention in college and in the engineering major. It is also longitudinal, so it examines measures at three time periods during the students’ academic experience: the second, third, and fourth years. The data pool was constituted of all second-year students in the colleges of engineering from four participating universities: Northeastern University, Rochester Institute of Technology, Virginia Polytechnic Institute and State University, and the University of Wyoming. Student respondents initially filled out a 20-minute survey, among which were assessments of three forms of self-efficacy. They then filled out comparable post-surveys one and two years later (as third and fourth-year students) during which those selecting co-op could have completed their first and second co-op placements. The findings verified the pathways model. Academic self-efficacy and contextual support in all time periods were found to be critical to retention. Contextual support was found to be particularly important to women and appears to serve as an inducement to stay in school and in engineering. Work self-efficacy, developed by students between their second and fourth years in school, was also an important factor in retention, though it is strongly tied to the students’ participation in co-op programs. Besides academic self-efficacy, the overwhelming critical predictor of retention was the number of co-ops in which a student participated. Among the demographic variables, a relatively high GPA was found to be an inducement to persist in engineering and in school. It was also found, at the second survey point of the study, that a student’s prior SAT scores had a measurable effect on retention. Finally, those students who were accustomed to work over a relatively long period of time were especially more inclined to leave the university compared to those who had less work experience in their lifetimes. Among the contextual support variables, support from friends and from one’s college was found to explain retention at the time of the first survey as students reflect on their freshmen year experience. In an unexpected but modest finding, those students who persisted in the major and in school were more critical of their instructors than those who left. The findings for co-op in this study not only lend support to those who have long asserted that quality co-ops can enhance undergraduate retention but also demonstrate co-op’s enduring enhancement of students’ work self-efficacy. P ge 23190.3