Understanding the Role of Self‐Efficacy in Engineering Education
Understanding the Role of Self‐Efficacy in Engineering Education
复制标题
了解自我效能感在工程教育中的作用
DOI：
10.1002/j.2168-9830.2001.tb00599.x
复制
发表时间：
2001
影响因子：
3.4
通讯作者：
J. Seiner
中科院分区：
文献类型：
--
作者：
M. K. Ponton;J. Edmister;L. Ukeiley;J. Seiner
工程教授的角色是双重的，因为他/她不仅要创造一个有利于获取课程内容的学术环境，还要让学生成为有实践经验的专业人士。这种二元论要求教授既要激发良好的学习习惯，又要培养学生的信心，使他们相信自己有能力完成实际的工程。自我效能，简单地定义为一个人对能力的自我判断，已被证明是认知动机的一个重要中介因素。本文介绍了教授的激励作用、激励理论、自我效能感在激励中的作用，以及提高工科学生自我效能感的指导原则。这些原则可以作为设计教学交付策略的指导方针，激励工程专业学生从事有利于成为增值从业人员的行为。
The engineering professor's role is dualistic in the sense that not only must s/he create an academic environment conducive to the acquisition of course content but must also prepare students to become practicing professionals. This dualism requires that the professor both motivate good study habits as well as build within students the confidence that they have the requisite capability to perform actual engineering. Self‐efficacy, simply defined as one's self‐judgment concerning capability, has been shown to be an important mediating factor in cognitive motivation. This paper describes the motivating role of the professor, theories of motivation, the role of self‐efficacy in motivation, and guiding principles that can be used to enhance self‐efficacy in engineering students. These principles can serve as guidelines in designing instructional delivery strategies that motivate engineering students to engage in behaviors conducive to becoming value‐added practitioners.