How salient is the identity of engineering students? on the use of the Engineering Student Identity Survey
How salient is the identity of engineering students? on the use of the Engineering Student Identity Survey
复制标题
工科学生的身份有多突出？
DOI：
10.1109/fie.2016.7757709
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Robin D. Anderson
中科院分区：
文献类型：
--
作者：
O. Pierrakos;Nicholas A. Curtis;Robin D. Anderson
尽管努力使本科工程学生群体多样化，但招聘和留住问题仍然存在。我们试图解决这个问题，通过身份理论的透镜进行研究，以更好地了解工程专业的学生。这一努力的影响是双重的：（1）有助于我们了解工程专业学生的身份，以及什么因素（经验和设置）促进这些身份的形成和转变在本科生的经验，（2）深入了解提高招聘和留住工程专业学生，特别是代表性不足的学生。然而，为了实证探索身份的作用，我们必须首先有一个心理测量的声音测量工程专业学生的身份。在开发工程学生身份调查（E-SIS），我们的研究团队管理的调查，以四个队列的工程专业学生调查E-SIS是否可以区分，在可预测的方式，跨队列的工程身份的显着性。测量的结构来自广泛的理论基础，在社会认同理论（即利益，统一的自我概念，归属感，自我提升，参与，独特性，社会支持，在组内合作，公民行为，隶属关系的可见性）。结果表明，电子SIS是能够区分第一，第二，第三/第四年的学生，在不同程度上，在所有的十个分量表中使用的分析。基于这些结果，潜在的应用和改进是显而易见的。
Despite efforts to diversify the undergraduate engineering student body, recruitment and retention issues still persist. We attempt to address this problem by conducting research to better understand engineering students through the lens of identity theory. Implications of this effort are twofold: (1) to contribute to our understanding of engineering students' identities as well as what factors (experiences and settings) foster the formation and transformation of these identities during the undergraduate experience, and (2) to gain insight into improving recruitment and retention of engineering students, particularly underrepresented students. However, in order to empirically explore the role of identity, we must first have a psychometrically sound measure of engineering student identity. In developing the Engineering Student Identity Survey (E-SIS), our research team administered the survey to four cohorts of engineering students to investigate whether the E-SIS could differentiate, in predictable ways, the salience of engineering identity across cohorts. The measured constructs were derived from extensive theoretical underpinnings in social identity theory (i.e. interest, unified self-concept, sense of belonging, self-enhancement, participation, distinctiveness, social support, in-group cooperation, citizenship behavior, visibility of affiliation). Results indicate that the E-SIS is able to discriminate between first-, second-, and third/fourth-year students, to varying degrees, on all of the ten subscales used in the analyses. Potential applications and improvements are evident based on these results.
分裂的自我：心理调整和社会角色对自我概念分化的并行和纵向影响。
影响因子：
7.6
作者：
Donahue,EM;Robins,RW;Roberts,BW;John,OP
通讯作者：
John,OP