CAREER - Achieving Diversity in Engineering Education: Cultivating Student Self-Efficacy

职业——实现工程教育的多样性：培养学生的自我效能许多离开本科工程和科学专业的女性对自己的能力不太自信，尽管她们的成绩差不多。留下来的女性对自己能力的评价低于男同事。由于自我效能感信念与动机、绩效、留任和职业成功相关，机构和基金会赞助了旨在提高工程领域女性自我效能感的干预措施的发展。然而，研究并没有试图理解具体的效能信念是如何形成的，以及学习环境的不同方面如何影响这些信念。使用专注于个人意义的方法论，就像定性方法一样，对于解决这类问题尤为重要。项目目标本项目将。评估和描述工科本科生的自我效能感信念。测量自我效能感信念与学生成绩、兴趣和保留的相关性。描述工程学习环境如何促进或破坏积极信念的形成和学生形成自我效能信念的过程。确定学生的效能水平，学习环境的影响，以及学生形成效能信念的过程是如何随着学生在本科工程课程中的进步而变化的，以及这些变化是如何因性别和工程学科而变化的。开发、实施、评估和完善课程实践，使学生能够并鼓励他们准确地评估自己的能力。将研究结果和实践传播给工程、科学、技术和教育心理学领域的教师、在职教师、顾问和管理人员。两组男性和女性工程专业学生将在大一到大四期间接受采访和纵向调查。工程讲座和背诵课的样本将被观察到；接受采访的工程教员；和课程材料，分析，使跨方法的结果三角测量。该教育计划包括开发和测试提高工程专业学生自我效能的课程实践。这些实践的使用将通过研讨会和研究生水平工程课程的开发、交付和评估来促进。这项工作将以社会认知理论为指导。

CAREER- Achieving Diversity in Engineering Education:Cultivating Student Self-EfficacyMany women who leave undergraduate engineering and science programs believe less in their capabilitiesthan those who stay, despite earning similar grades. Those who stay have a lower opinion of theircapabilities than their male colleagues. Because self-efficacy beliefs correlate with motivation,performance, retention, and professional success, agencies and foundations have sponsored thedevelopment of interventions designed to promote women's self-efficacy in engineering. However,research has not sought to understand how specific efficacy beliefs are formed and how different aspectsof the learning environment influence these beliefs. Using methodology that focuses on personalmeanings, as qualitative approaches do, is particularly important for addressing these types of questions.Project ObjectivesThis project will. Assess and describe undergraduate engineering student self-efficacy beliefs. Measure correlations of self-efficacy beliefs with student achievement, interest, and retention. Characterize how the engineering learning environment facilitates or undermines positive belief formation and processes by which students form their self-efficacy beliefs. Identify how student levels of efficacy, the influences of the learning environment, and the processes by which students form their efficacy beliefs change as students progress through their undergraduate engineering programs and how these changes vary by gender and engineering discipline. Develop, implement, assess, and refine course practices that enable and encourage students to accurately assess their abilities . Disseminate findings and practices to faculty, faculty-in-training, advisors, and administrators in the fields of engineering, science, technology, and educational psychologyA mixed-method approach will be used. Two cohorts of male and female engineering students at will be interviewed and surveyed longitudinally in their freshman through senior years. A sample of engineering lectures and recitation classes will be observed; engineering instructors, interviewed; and course materials, analyzed, enabling across-methods triangulation of results. The education plan includes commitments to develop and test course practices that promote engineering student self-efficacy. The use of these practices will be promoted through the development, delivery, and assessment of workshops and a graduate-level engineering course. The work will be informed by social cognitive theory.