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Developing an Instrument to Measure Engineering Education Research Self-efficacy

Conference Session: Engineering Education Research Practices and Community
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University
Tagged Divisions: Educational Research and Methods

studies of new engineering pedagogy that help to improve student engagement and understanding. c American Society for Engineering Education, 2020 Developing an Instrument to Measure Engineering Education Research Self-EfficacyAbstractThis research paper focuses on the design and development of a survey instrument to measureengineering education research self-efficacy (EERSE), or the self-perceived ability to conductresearch in the area of engineering education. A total of 28 items were initially written to measurethis construct along three dimensions: general research tasks such as synthesizing literature andpresenting research findings at a conference (12 items

Relevance Score: 5.3752265

Self-Efficacy Study in Computing Among College Freshmen

Conference Session: Women in Engineering Division Technical Session 3
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Amrita Dhakal Ghimire, Mississippi State University; Litany H Lineberry, Mississippi State University; Sarah B. Lee, Mississippi State University
Tagged Topics: Diversity
Tagged Divisions: Women in Engineering

programmingincreased from 5.5% to 7.0 % in spring 2019, and that measure decreased from 7.1% to 3.6% infall 2019. Males who indicated they are good in computer programming in comparison to theirpeers increased from 16.7% to 29.6% in spring 2019. Similar patterns can be seen in fall 2019 pre-to post- results where self-efficacy grew from 29.8% to 42.9% for male students, but remained flatfor females.Figure 3. Perceptions of Male vs Female between pre-post survey in Spring 2019 and fall 2019 (Column labels are in percentage).With the post-survey results across semesters presented in Figure 4, gaps between positiveperceptions of programming ability among males versus females is evident. The perception ofmale students reporting to be better at computer

Relevance Score: 5.098863

Exploring how Innovation Self-efficacy Measures Relate to Engineering Internship Motivations and Outcomes

Conference Session: Cooperative and Experiential Education Division Technical Session 3 - Co-op Recruitment and Factors Affecting Success
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Amy Huynh, University of California, Irvine; Helen L. Chen, Stanford University; Krishnaswamy Venkatesh Prasad, Ford Motor Company; Sheri Sheppard, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Cooperative and Experiential Education

Paper ID #29854Exploring how innovation self-efficacy measures relate to engineeringinternship motivations and outcomesAmy Huynh, University of California, Irvine Amy Huynh is a mechanical and aerospace engineering undergraduate student at the University of Cal- ifornia, Irvine. She is interested in better understanding and supporting the experiences of female and underrepresented engineers in the classroom and in industry. She is a Brooke Owens Fellow and has interned at NASA Goddard, Made In Space, and NASA Ames.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab

Relevance Score: 4.4793553

Work-In-Progress: Engineering Self-Efficacy in First-Year Design

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

engineering design process to meet the needs of aclient; 2) iteratively prototype a solution; 3) work collaboratively on a team; and 4) communicatethe critical steps in the design process in written, oral, and visual formats. Students work on oneproject team for the entire semester, with the focus of delivering a built and tested solution to theclient. To better understand the effects of this course, we used a quantitative evaluation process.The survey addresses how the course contributes to students’ self-efficacy and commitment infour areas: professional development, professional skills, engineering/academics, and creativity.Using a repeated-measures design, all students taking the course in fall 2018 were invited toparticipate in a survey

Relevance Score: 4.378418

Motivation, Self-efficacy, and Student Engagement in Intermediate Mechanical Engineering Courses

Conference Session: Student Motivation, Identity, and Resilience
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth M. Fisher, Cornell University
Tagged Divisions: Educational Research and Methods

and extrinsic motivation.The course-context surveys included questions related to intrinsic and extrinsic motivation,self-efficacy, study habits, task value, and peer learning. We also recorded measures of studentengagement with course content including lecture attendance (proxied by a classroom pollingsystem) and engagement with an online course discussion board.Our unique study design allows us to examine the relationships between motivation, self-efficacy,engagement, and academic performance by comparing the same individual in different contextsrather than relying on group statistics. Extrinsic motivation was strongly correlated betweencourses. Intrinsic motivation, by contrast, was only weakly to moderately correlated betweencourses. Task

Relevance Score: 4.3765597

Developing Technical Self-efficacy through a Maker-inspired Design Project

Conference Session: First-Year Programs: Maker Spaces in the First Year
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jennifer S Mullin, UC Davis
Tagged Divisions: First-Year Programs

where they think they can succeed.Students may have high-self efficacy in one area and lower self-efficacy in others. For example,some students may be very confident in their academic test taking skills but feel less so withtheir abilities to build a prototype. Carberry et al. [5] developed an engineering design self-efficacy survey instrument to assess student’s confidence, motivation, ability and anxiety toperform key steps in the design process.Experiences in overcoming specific obstacles or repeated failure can both influence one’s taskself-efficacy. Self-efficacy is not a fixed state nor a holistic measure. Therefore, introductorycurricular experiences intended to engage and retain engineering students are especially critical.Experiences

Relevance Score: 4.371739

Self-Efficacy Development in Students in a Declared Engineering Matriculation Structure

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Racheida S. Lewis, University of Georgia; Holly M. Matusovich, Virginia Polytechnic Institute and State University
Tagged Divisions: First-Year Programs

motivation withrespect to problem-based learning (PBL), using expectancy-value theory as a guiding framework.Although the original study used expectancy-value theory, it is important to note that in practice,expectancy and self-efficacy are similar enough to be empirically indistinguishable [9], [19], [20].Both self-efficacy and outcome expectations “stress the role of personal expectations as a cognitivemotivator” [9]. The measurement of expectancy typically includes the individuals’ beliefs abouttheir own ability in addition to their comparative sense of competence (i.e. their competence beliefscompared to others), whereas self-efficacy focuses more on the individuals’ beliefs of their abilitywith an emphasis placed on the ability to accomplish a

Relevance Score: 4.3713975

Supporting Engineering Students’ Self-efficacy in a Flipped Calculus II Course

Conference Session: Mathematics Division Technical Session 3: Diversity in Mathematics Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: John Kerrigan, Rutgers University; Lydia Prendergast, Rutgers University; Jillian A.S. Mellen, Rutgers University; Geraldine L. Cochran; Antonio D. Silva
Tagged Topics: Diversity
Tagged Divisions: Mathematics

engineering, which can tip the scales in the students’ decision orability to stay in engineering [1]. Gateway courses to advanced study in engineering, such asCalculus II, have been historically perceived by students to be the most difficult [2]. Anecdotalreasons for this could include the complexity of the calculus curriculum, the amount ofbackground knowledge needed to keep pace with learning, and lack of time for conceptexploration and engagement during class. Studies have shown that self-efficacy is morepredictive of mathematics performance than prior mathematics experiences and measures ofmathematics anxiety [3], [4].Self-efficacy can be defined as an individual's belief in their innate ability to achieve goals, andis based on both skill mastery

Relevance Score: 4.3702474

Clinician-engineer Career Bias and Its Relationship to Engineering Design Self-efficacy among Biomedical Engineering Undergraduates

Conference Session: Biomedical Engineers and Professional Development - June 23rd
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: William H. Guilford, University of Virginia
Tagged Topics: Diversity
Tagged Divisions: Biomedical Engineering

be a better mediator of affect – how one feels about a task – while thelatter is a better mediator of academic achievement [4]. Further, self-concept may positivelyinfluence self-efficacy.We hypothesized that BME students’ self-concepts and feelings of self-efficacy might relate totheir unusual career goals (relatively speaking, among engineering fields). We therefore soughtto explore BME students’ career self-concept as engineers and as clinicians, and the relationshipof those self-concepts to engineering design self-efficacy [5]. Both constructs are measured viainstruments that rely on self-declarations – also known as explicit measures. Self-declarations, orexplicit measures, of self-concept carry with them the concern of unreliability

Relevance Score: 3.6563308

Investigating the Relationship Between Self-efficacy and Perceived Importance of Communication Skills Among Engineering Students

Conference Session: Relationships Between Skills and Knowledge Domains
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Zhen Zhao, Arizona State University; Samantha Ruth Brunhaver, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Liberal Education/Engineering & Society

interpersonalskills are less likely to pursue a career in engineering (vs. in a non-engineering field) thanstudents with lower self-confidence in these skills [6, 10]. However, only one of the abovestudies [9] investigated the connection between engineering undergraduates' self-efficacy in theircommunication skills and their perceived importance of these skills directly, despite a suggestionfrom Riemer [4] that they might be related. Further, none of the above studies developedinstantiated items with which to measure communication skills. They instead relied on genericterms such as verbal communication skills, written communication skills, or presentation skills,suggesting that engineering students may not have a true understanding of what is involved ineach

Relevance Score: 3.6523998

A Multidimensional Approach to Understanding the Development of Design Skills, Knowledge, and Self-Efficacy

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Vanessa Svihla, University of New Mexico; Pil Kang, University of New Mexico; Yan Chen, University of New Mexico; Chen Qiu, University of New Mexico; Jordan Orion James, University of New Mexico
Tagged Divisions: First-Year Programs

baselinegroup in a first-year chemical engineering course at a Hispanic-serving research university in thesouthwest United States. Students completed measures of design self-efficacy, explicit designknowledge, and implicit design framing knowledge as a pre/post course measure. Usingexploratory factor analysis, we identified two explicit design knowledge factors ill-structuredness and framing. Using repeated measures ANOVA, we found that students in bothbaseline and implementation groups reported moderate design self-efficacy, with post-coursescores slightly but significantly higher. No difference was found by group or timepoint onstudents’ explicit knowledge of design. Compared to the baseline, the implementation groupshowed more growth in implicit

Relevance Score: 3.6516018

Impact of Self-efficacy and Outcome Expectations on First-year Engineering Students’ Major Selection

Conference Session: Degree Pathways and Cocurricular Experiences
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Rachel McCord Ellestad, University of Tennessee at Knoxville
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Tech. Her research interests include the impact of metacognitive and self-regulated learning development on engineering student success, particularly in the first year. c American Society for Engineering Education, 2020 Impact of Self-Efficacy and Outcome Expectations on First-Year Engineering Students’ Major SelectionAbstractDeciding on a major is one of the critical decisions first-year students make in theirundergraduate study. Framed in Social Cognitive Career Theory, this work investigatesdifferences between measures of self-efficacy and outcome expectations by students intending topursue different engineering majors. Our results show that tinkering self-efficacy

Relevance Score: 3.6475804

Individual Design Experiences Improve Students’ Self-Efficacy on Team-Based Engineering Design Projects

Conference Session: Design Teams 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware; Sara Grajeda, University of Delaware; Dustyn Roberts P.E., University of Pennsylvania; Jenni Buckley, University of Delaware
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

Paper ID #29944Individual Design Experiences Improve Students’ Self-Efficacy onTeam-Based Engineering Design ProjectsDr. Amy Trauth, University of Delaware Amy Trauth, Ph.D., is the Senior Associate Director of Science Education at the University of Delaware’s Professional Development Center for Educators. In her role, Amy works collaboratively with K-12 sci- ence and engineering teachers to develop and implement standards-based curricula and assessments. She also provides mentoring and coaching and co-teaching support to K-12 teachers across the entire tra- jectory of the profession. Her research focuses on teacher

Relevance Score: 3.6457255

Changes in Teacher Self-efficacy Through Engagement in an Engineering Professional Development Partnership

Conference Session: Pre-college Engineering Education Division Technical Session 7
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Malle R. Schilling, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., Cheryl Carrico Consulting, LLC; Holly Larson Lesko; Gary R. Kirk, Dickinson College
Tagged Divisions: Pre-College Engineering Education

in the ability to be successful based on suggestion from others Physiological The physical reaction to an experience influencing the perception of states ability to be successfulMany studies in engineering education have used self-efficacy as a framework. Those studieswith a focus on K-12 teachers include the development of a scale to measure self-efficacy theexamination of engineering teacher self-efficacy of K-12 teachers, and the effects of teacherinvolvement in different programs on their engineering-teaching self-efficacy [6], [11]–[13]. Literature ReviewSelf-efficacy in engineering education has been used to study engineering students and teachersat various education levels

Relevance Score: 3.6438015

The Role of Teaching Self-Efficacy in Electrical and Computer Engineering Faculty Teaching Satisfaction

Conference Session: Faculty Development Research
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kent A. Crick, Iowa State University; Elise A. Frickey, Iowa State University; Lisa M. Larson Ph.D., Iowa State University of Science and Technology; Mack Shelley, Iowa State University of Science and Technology
Tagged Topics: Diversity
Tagged Divisions: Faculty Development Division

Paper ID #29438The Role of Teaching Self-Efficacy in Electrical and ComputerEngineering Faculty Teaching SatisfactionMr. Kent A. Crick, Iowa State University Kent Crick is currently in his third year as a graduate student at Iowa State University. He is currently a PhD candidate in Counseling Psychology and conducts research in self-determination as it relates to student and faculty motivation and well-being. Prior to attending Iowa State, he obtained a Master’s Degree in Clinical Psychology from the University of Indianapolis. He then worked as a research coordi- nator for the Diabetes and Translational Research Center

Relevance Score: 3.6430418

Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy

Conference Session: Pre-college Engineering Education Division Technical Session 11
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Sana M. Syed, Saint Louis University; J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University; Traci Aucoin; Adrienne Enriquez, Oregon GEAR UP; Kelsey Z. Musa, Saint Louis University; Rachel Bultas
Tagged Divisions: Pre-College Engineering Education

effective professional development opportunities for K-12 math teachers. Theprofessional development opportunity included an introduction to engineering, the presentationof 14 experiential learning modules, and a create-your-own module session for 22 middle andhigh school math teachers over the course of three days. The participating teachers were askedto complete the Teaching Engineering Self-Efficacy Scale (TESS) survey [2] before and after theprofessional development opportunity along with a follow-up satisfaction survey. The paper alsodiscusses the immediate effect of professional development on teachers’ engineering self-efficacy along with their overall impression of the professional development opportunity.Background and Supporting

Relevance Score: 3.6416316

Work in Progress: Formation of an Engineering Identity in First-year Students through an Intervention Centered on Senior Design Projects

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University
Tagged Divisions: First-Year Programs

, personal interest in studyingengineering (figure 5) and student’s reported academic self-efficacy (figure 6) related tounderstanding of engineering problems, ability to perform well on exams and overcomesetbacks. 5 5 4.5 4.5 4 4 3.5 3.5 3 3 2.5

Relevance Score: 3.3568807

Investigation of Sense of Belonging to Engineering in Introductory-Level Pre-Engineering Classes

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

in which to integrate newcontent in an effective manner. The total class time required for all three interventions ranges from 1-2 hourswhich equates, on the higher end, to one class session per quarter. The researchers and instructors of the courseagreed that the number of interventions and required time is reasonable without interfering with the core classmaterial. These interventions are hypothesized to improve engineering students’ sense of belonging and self-efficacy in their majors [14, 15].After considering course assignments and scheduling, the researchers chose a selection of ENGR 104 coursesin which to embed the interventions: Fall 17, Spring 18, and Fall 19. Each course was taught by a differentinstructor however, the content of

Relevance Score: 3.35623

Qualitative and Quantitative Impact of Metacognitive Interventions in Supplemental Instruction Sessions

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin
Tagged Divisions: First-Year Programs

enrolled students attended regularly; EE 307E showed even higher ratesof attendance, with 75% of enrolled students being in the SI group. These results mirror the datawe have seen in past semesters for these courses and match what other programs have presented.One criticism of accurately determining the impact of a voluntary support program like SI is thedifficulty in extricating any self-selection bias. For example, highly prepared freshmen either usethese services at higher rates or do not make use of any supports, yet still perform well in thecourse. Using one type of college prediction measure (SAT scores), all enrolled students in thetwo courses were divided into five groups, each with a 50-60 point range of SAT scores and thenfurther

Relevance Score: 3.3561897

How Do Student Perceptions of Engineers and Engineering as a Career Relate to their Self-Efficacy, Career Expectations, and Grittiness?

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs

MSLQ X X X X X X X XThe GRIT survey was developed by Angela Duckworth and consists of 12 Likert Scale questions[2]. Grit, defined as “perseverance and passion for long term goals”, was recognized as a trait byDuckworth [3].The LAESE survey was developed at Penn State University with support from the NationalScience Foundation. The LAESE was designed to measure the self-efficacy of undergraduateengineering students by using 31 Likert scale questions. Self-Efficacy aspects of studentsmeasured by the survey include outcomes expected from studying engineering, the process ofselecting a major, expectations about workload, coping strategies in challenging situations, careerexploration, and the

Relevance Score: 3.3558578

Assess Experiential Learning Outcomes

Conference Session: Student Perceptions of Self-efficacy, Success, and Identity
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Tania K. Morimoto, University of California, San Diego; Nathan Delson, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego
Tagged Divisions: Educational Research and Methods

questions, attainment of the broader objectives is more difficult to measure. In addition, measuring many of these objectives, in particular, creativity and persistence in overcoming obstacles, is not just about measuring a final score, but it is about understanding the students’ learning process along the way. To address this need and better understand the success of achieving the educational objectives of the design course, a weekly reflection that included both multiple choice and free response questions was implemented in an introductory design course. There were 114 students enrolled, and the course consisted of both lectures, as well as labs (which were broken into sections with 24 students maximum). The reflection questions

Relevance Score: 3.3551452

Developing Metacognition in First-Year Students through Interactive Online Videos

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Peter M. Ostafichuk, University of British Columbia, Vancouver; Susan Nesbit, University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver; Gerald Tembrevilla, University of British Columbia, Vancouver
Tagged Divisions: First-Year Programs

academic transition to university witha series of optional, easy-to-access, and inexpensive-to-deliver resources implemented within thecontext of a core first-year course. Ultimately, a series of online interactive videos (“universitylearning screencasts”) were developed and deployed starting in 2018.To assess the impacts of these screencast resources, a mixed methods study design was adopted.Several approaches to measure changes in student metacognition were used, including theMetacognitive Awareness Inventory, a qualitative interview process, a beliefs questionnaire, andcorrelation between utilization and course performance. Other aspects of effectiveness of thescreencasts were assessed through exploration of student perceptions and usage

Relevance Score: 3.3550358

Work in Progress: What Makes Courses Demanding in Engineering Education? A Combination of Mixed Methods and Grounded Theory Research

Conference Session: Student Perceptions of Self-efficacy, Success, and Identity
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Catholica de Chile
Tagged Divisions: Educational Research and Methods

difficult courses. In the secondphase, we plan to integrate the factors identified in the first phase into an online survey withmultiple-response questions, aiming to measure how predominant are these factors in alarger population of engineering students. Then, in the third phase, this online survey willbe used to collect data at the same engineering school were the focus groups wereconducted. Finally, the fourth phase of the study will integrate the quantitative results of thesurvey with the grounded theory model to develop a theory that more accurately describeshow different factors influence students’ perspectives on course difficulty, besidesrevealing whether these factors are associated to meaningful learning.Figure 1. Mixed methods-grounded

Relevance Score: 3.354835

Examining the Connection Between Student Mastery Learning Experiences and Academic Motivation

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Cara Mawson, Rowan University; Cheryl A. Bodnar, Rowan University; Scott Duplicate Streiner, Rowan University
Tagged Divisions: First-Year Programs

, anonparametric one-way ANOVA test was completed using SPSS in order to compare thecategories. The effect size for this study was calculated using Cohen’s D. For the secondresearch question, the average number of attempts for each student was compared to each of thefive components of the MUSIC model by calculating the Pearson correlation coefficients usingSPSS[19]. Data was then compiled into RADAR plots in order to evaluate the relationshipbetween academic motivation and the number of attempts needed to complete a quest. Data wascategorized as being from three categories: all students, the top 20 performing students, and thebottom 20 performing students as measured by the average number of attempts. The differencein populations was analyzed using an

Relevance Score: 3.3547835

Developing a More Comprehensive Instrument to Assess the Entrepreneurial Mindset of Engineering Students

Conference Session: Student Perceptions of Self-efficacy, Success, and Identity
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Constanza Miranda, Pontificia Universidad Católica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile; Bruk T. Berhane, Florida International University; Trinidad Sotomayor, Pontificia Universidad Católica de Chile
Tagged Divisions: Educational Research and Methods

research questions: How is entrepreneurship taught? What content should beprovided to students? How should we evaluate results? In sum, there is a double gap to addressin entrepreneurship education: 1) What is the value of entrepreneurship beyond creatingbusinesses? 2) How should it be taught and measured? Both questions are deeply intertwined andwill require the integration of findings both in entrepreneurship literature and also incontemporary learning theory.Mäkimurto-Koivumaa and Belt (2016) propose a competency model for entrepreneurshipeducation in non-business programs. In their analysis, engineering competencies that go beyondthe traditional basic sciences are consistent with recent conceptualizations of the entrepreneurialmindset. For

Relevance Score: 3.3547318

Why Motivation Matters: The Relationship Between Motivation to Go to College, Effort, and Academic Performance in Early Engineering Courses

Conference Session: First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Woo J. Kim, Miami University; Brielle Nikole Johnson, Miami University; Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University
Tagged Divisions: First-Year Programs

, M.R. Blais, N.M. Briere, C. Senecal, and E.F. Vallieres, “The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education,” Educational and Psychological Measurement, vol. 52, no. 4, pp. 1003-1017, 1992. [6] A. Bandura, “Human agency in social cognitive theory.” American Psychologist, vol. 44, no. 9, pp. 1175-1184, 1989. [7] D.H. Schunk, “Self-efficacy and academic motivation,” Educational Psychologist, vol. 26, nos. 3 & 4, pp. 207-231, 1991. [8] T.R. Mitchell and D.M. Nebeker, “Expectancy theory predictions of academic effort and performance,” Journal of Applied Psychology, vol. 57, no. 1, pp. 61-67, 1973. [9] V.H. Vroom, Work and motivation. New York, NY: John Wiley and Sons, 1964.[10

Relevance Score: 3.3533008

An Exploration of Students’ Engineering Identity Development in a PBL Team Setting

Conference Session: Student Perceptions of Self-efficacy, Success, and Identity
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Juebei Chen, Aalborg University; Anette Kolmos, Aalborg University; Xiangyun Du, Qatar University
Tagged Divisions: Educational Research and Methods

professional competences [13]. By exposing students tocomplex, real-world and ill-structured problems in collaborative learning environment, PBL enablesstudents not only to learn professional knowledge and engineering skills, but also to gain themembership in an engineering community and develop their sense of belongings as future engineers[2][13][14]. With positive peer perspectives on the values of professional competences provided byteam members, students could reach higher levels of engineering identity and better learningoutcomes in PBL environment [15]. Compared with traditional learning methods, PBL significantlyincreased engineering students’ self-efficacy and enable students to create engineering identity viaworking in engineering project