Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hannah Kolar, Arizona State University; Adam R Carberry, Arizona State University; Ashish Amresh, Arizona State University

Tagged Divisions

Educational Research and Methods

ToolAbstractThis study was based around the creation of a tool to measure students computing self-efficacy. The tool was an eight-question survey that was validated using content andcriterion-related validity. Content validity was conducted to make sure that the questionsrelated to each other and related to the subject of computing self-efficacy. Criterion-related validity allowed us to validate that our tool could test people with different levelsof computing skills based on previous experience. The study allowed us to furthervalidate our tool as well as analyze the computing self-efficacy of 270 students inscience, technology, engineering, and mathematics (STEM) majors.IntroductionUniversities play a key role in creating future innovations and providing

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Matthew Ohland, Purdue University; Hee-Sun Lee, Tufts University

Tagged Divisions

Educational Research and Methods

and development of science curriculum, technology, and assessment that can help middle and high school students develop an integrated understanding across topics and disciplines over time. Page 14.450.1© American Society for Engineering Education, 2009 Developing an Instrument to Measure Engineering Design Self-Efficacy: A Pilot StudyKeywords: self-efficacy, engineering designAbstractThe following pilot study is an investigation of how to develop an instrument thatmeasures students’ self-efficacy regarding engineering design. 36 items weredeveloped and tested using three types of validity evidence

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

as repeating questions thatwere reverse coded. The final Motivation section for the Phase 1 Survey contains 25 questions that cover 8motivation constructs: extrinsic and intrinsic motivation, interest, attainment value, cost value,identification with academics, self-efficacy and instrumentality. All constructs are measured on a7-point Likert scale ranging from not true at all (1) to very true (7).Developing the Learning Strategies Section To develop an appropriate survey to measure learning strategies used in collegethermodynamics courses, we started with a literature review to identify existing learningstrategies instruments. The following learning strategies inventories were considered for the

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

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tuba Yildirim, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

iterations and updates to their solution methodology (process). A student with highlevels of self-efficacy should, in theory, persist longer in modeling iterations and perform betterin creation of conceptual and calculational models. In contrast, low self-efficacy may inhibit thestudent’s effort even when the skill is present leading to discouragement.A common approach to measure self-efficacy, particularly in the context of student work, hasbeen to ask students to what extent they believe they can perform a certain task. However, asself-efficacy is task dependent and there is no common single method to measure it, we proposethat a separate scale needs to be developed for modeling. This is particularly true forengineering students; as how self

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Donna Jaison, Texas A&M University; Hillary E. Merzdorf, Purdue University, West Lafayette; Blake Williford, Sketch Recognition Lab; Lance Leon Allen White, Texas A&M University; Karan Watson P.E., Texas A&M University; Kerrie A. Douglas, Purdue University, West Lafayette; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Educational Research and Methods

self-efficacy of users along with drawingability. Having a method to measure learner self-efficacy is intrinsic to understanding the process ofdrawing skill development.The absence of an instrument to assess drawing self-efficacy prevents usfrom evaluating the impact of the intelligent tutoring system on user’s drawing self-efficacy. Hence,there is a need for an instrument that assesses drawing self-efficacy to make sure that studentsare mastering sketching and thereby gaining skills that contribute to their success in engineering.In addition, it is critical to gauge the drawing self-efficacy of individuals to compare traditionalpedagogy with new teaching methods such as intelligent tutoring systems. Hence, the focus ofthis work was to define

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Nathan W. Klingbeil, Wright State University; Frank W. Ciarallo, Wright State University

Tagged Divisions

Educational Research and Methods

SRI showed low correlation between the self-confidencemeasure and student success, while this study showed a strong correlation between high schoolGPA and academic self-confidence. Further study into specific self-confidence measures, suchas mathematics self-efficacy, may provide greater understanding of how self-confidence mayaffect academic success. Previous research has shown a strong link between mathematics self-efficacy and academic success, and tying this to the APCM could be beneficial for fulleridentification of differences across the engineering student population.Bibliography(1) Klingbeil, N.W., Bourne, A.L. (2012). The Wright State Model for Engineering Mathematics Education: A Longitudinal Study of Program Impacts

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

task, the expected outcome of a task16-18 and belief about one’s abilityto perform a task.24 To clarify our terms, we consider a theory is a big-picture idea of how aphenomenon works (expectancy-value theory offers an explanation of the entire process ofchoosing to perform a task) and a construct to be a single, measureable component of a theory(e.g., self-efficacy). The pursuit of a career in engineering and the completion of an engineering degree canboth be thought of as tasks, and research around them lends itself to motivation theories.Applications of motivation theories to tasks that are ultimately relevant to career choice includestudies using motivation to study enrollment and persistence in engineering programs21,26,student

Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Senay Purzer

Tagged Divisions

Educational Research and Methods

AC 2008-633: DEVELOPING AN INSTRUMENT TO MEASURE TINKERING ANDTECHNICAL SELF-EFFICACY IN ENGINEERINGDale Baker, Arizona State University Dale Baker, Arizona State University Dale R. Baker is a Professor of Science Education in the Department of Curriculum and Instruction at ASU and is the Co-Editor of The Journal of Research in Science Teaching. She teaches courses in science curricula, teaching and learning, and assessment courses with an emphasis on constructivist theory and issues of equity. Her research focuses on issues of gender, science, and science teaching. She has won two awards for her research in these areas.Stephen Krause, Arizona State University Stephen Krause, Arizona

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Melendy Ph.D., George Fox University

Tagged Divisions

Educational Research and Methods

instrument items measure anunderlying (latent) construct. Confirmatory factor analysis indicates that these two scales areindependent, thus adding to the construct validity of this instrument. The paper concludes with adiscussion concerning how students’ SE and OE beliefs are postulated to affect students’problem solving skills of upper-division electrical and mechanical engineering problems.IntroductionCalculus, linear algebra, and differential equations are a foundational and distinguishing analyticcourse of study central to any four year engineering curriculum. Engineering students’ beliefs intheir ability to successfully apply the mathematical concepts from these courses to their upper-division course work (i.e., students’ self-efficacy) was

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

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Teri Kristine Reed, Texas A&M University

Tagged Divisions

Educational Research and Methods

Paper ID #15784Development of the Leadership Self-efficacy Scale for Engineering StudentsDr. So Yoon Yoon, Texas A&M University So Yoon Yoon, Ph.D., is a post-doctoral research associate at Texas A&M University. She received her Ph.D. and M.S.Ed.in Educational Psychology with specialties in Gifted Education and Research Methods & Measurement from Purdue University. Her work centers on P-16 engineering education research as a psychometrician, program evaluator, and institutional data analyst. As a psychometrician, she revised the PSVT:R (Purdue Spatial Visualization Tests: Visualization of Rotations) for

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Nathan W. Klingbeil, Wright State University; Frank W. Ciarallo, Wright State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

intervention on studentmathematics self-efficacy: Development and application of revised measurement tool Page 26.1142.2Research into the effectiveness of a mathematics intervention course for first year engineeringstudents revealed anomalous results in relation to student persistence. While previous studies ofperformance of college engineering students showed that ACT Math scores were highly linearlypredictive of student persistence outcomes, the study in question did not show similar results.The study revealed an interaction between ACT Math and high school GPA for students thatcompleted the course. The results showed an inverse relationship between ACT Math

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

questions. 1. Did students’ academic confidence or engineering self-efficacy improve after the project course? 2. Were there differences between the academic confidence or self-efficacy of male and female students? 3. Was there a relationship between the tasks students engaged in and their incoming confidence and self-efficacy measures? 4. Did any tasks correlate to observable changes in confidence or self-efficacy measures?Both academic self-confidence and self-efficacy have a strong effect on student motivation anddecision-making. Academic self-confidence in three particular areas (problem-solving,16 mathand science,17–19 and professional and interpersonal skills7) have been found to be importantfactors in student

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora B. Honken, University of Louisville; Patricia A Ralston, University of Louisville; Kate E. Snyder, University of Louisville

Tagged Divisions

Educational Research and Methods

the current study. Of these, 495 completed the survey(98% response rate). The final sample consisted of 479 students (95% participation rate) with Page 24.579.3complete data for all measures included in the analyses. Demographic information for thesample is provided in Table 1. Of note, gender composition for our cohort is relativelycomparable to national averages, but the cohort was less ethnically diverse than the nationalpopulation of engineering students.18 Average ACT composite score for the participants was28.5 (SD = 3.16) and the average ACT math score was 29.0 (SD = 3.16). Forty-one percent ofthe students had a weighted high school GPA

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

Tagged Divisions

Educational Research and Methods

for university photovoltaics education. Paper presented and published at the 37th Institute of Electrical and Electronic Engineers, Photovoltaic Specialists Conference. Seattle, WA.[3] Suresh, R. (2007). The relationship between barrier courses and persistence in engineering. Journal of College Student Retention: Research, Theory & Practice, 8, 215–239.[4] Nelson, K. G., Shell, D. F., Husman, J., Fishman, E. J., & Soh, L. K. (2014). Motivational and Self‐Regulated Learning Profiles of Students Taking a Foundational Engineering Course. Journal of Engineering Education, 104(1), 74-100.[5] Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah E Zappe, Pennsylvania State University, University Park; Philip M. Reeves, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Paper ID #11165A cross-sectional study of engineering students’ creative self-concepts: An ex-ploration of creative self-efficacy, personal identity, and expectationsDr. Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Sarah Jane Grigg, Clemson University; Adam Kirn, Clemson University; Justine M. Chasmar; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

-Level MotivationsSelf-efficacyBandura's work in self-efficacy examines motivations toward short-term tasks.14 Self-efficacyspeaks to students’ specific perceptions on how they will perform on a task.15 Self-efficacy hasbeen shown to influence the use of learning strategies on tasks related to students' courses.16While self-efficacy and expectancy are correlated constructs when examining goals with thesame time scale8, self-efficacy was developed to examine short-term tasks that require a highlevel of granularity17 and makes it more useful for examining motivations toward short-termgoals.For this work, problem solving items were adapted from the Attitudes and Approaches toProblem Solving survey18 to appropriately assess student self-efficacy for

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Siddarth Hari, University of Toronto; Qin Liu, University of Toronto

Tagged Divisions

Educational Research and Methods

questions on a 7-point Likert scale were asked to students toinvestigate their level of confidence in various aspects of the course materials and studyingengineering. Those related to Engineering Self-Efficacy were taken directly from theLongitudinal Assessment of Engineering Self-Efficacy instrument 20. Through factor analysisusing polychoric correlation, three factors were derived. Those questions and related factors arereported in Table 7.Table 7. Cronbach's Alpha and Loaded Factors of Measuring Self-Efficacy Cronbach’s Alpha Factors Traditional Cohort Inverted CohortSelf-efficacy related to explaining course

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adam Kirn, Clemson University; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

-1055950).References [1] Adam R. Carberry, Hee-Sun Lee, and Matthew W Ohland. “Measuring Engineering De- sign SelfEfficacy”. In: Journal of Engineering Education (2010), pp. 71–79. URL: http: / / onlinelibrary . wiley . com / doi / 10 . 1002 / j . 2168 - 9830 . 2010 . tb01043 . x / abstract. [2] A. Bandura. “Guide for constructing self-efficacy scales”. In: Self-efficacy beliefs of ado- lescents. Information Age Publishing, 2006, pp. 307–337. URL: http://books.google. com/books?hl=en\&lr=\&id=Cj97DKKRE7AC\&oi=fnd\&pg=PA307\&dq=GUIDE+FOR+ CONSTRUCTING+SELF-EFFICACY+SCALES\&ots=cF-Zx\_vHu5\&sig=onq0GKyPXkXj80f6IoboGeGDuYc. [3] MA Hutchison et al. “Factors influencing the self-efficacy beliefs of

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Page 25.466.1 c American Society for Engineering Education, 2012 Development of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 TeachersTo teach engineering in K-12 classrooms means, for most teachers, to teach something for whichthey are not adequately prepared: pre-service teacher training does not require learningengineering and there are no teaching licenses for engineering teaching1. There is, however, alarge movement to provide in-service teachers with professional development to help themintegrate engineering into their classrooms2,3. A well-established construct to measure teachers’preparedness and effect on students’ achievement is “teacher self-efficacy towards

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Barbara Masi, MIT

Tagged Divisions

Educational Research and Methods

afundamentals-focused math and science freshman curriculum. A second goal was todevelop students’ self-efficacy in a range of abilities associated with engineeringincluding design, problem solving, innovation, communication, teamwork, application offundamental engineering and math concepts, teamwork, and being able to consider socialimpacts in technology in design. A third goal was to examine impact of different types ofsubjects by gender. The final goal was to discern if any gains in self-efficacy weresustained over time.An engineering self efficacy survey tool was developed for this study, with an expandedset of engineering self efficacy measures, that permit a more nuanced portrait of theimpact of different types of engineering curricular

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Black college oruniversity. Carrico and Tendhar [17] also reported evidence of a significant correlation betweenstudents’ self-efficacy, interest, and goals to pursue engineering. While these two studies usedifferent variables to approximate students’ choice, the predictive utility of self-efficacy andinterest is strengthened when the variables are used together.Using this lens of parallel measures, this paper analyzes the content and year one implementationresults of a 9th-grade design curriculum intended to grow students’ self-efficacy, interest, andcareer choice for engineering. Following our research team’s year-long curriculum developmentprocess, we have now been involved in the implementation process of soft robot design lessonsas they

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

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Chandra Austin, Utah State University

Tagged Divisions

Educational Research and Methods

has confidence in his orher ability to engage in occupational and educational decision making 17. Career decision self-efficacy, which was originally defined by Taylor and Betz 18, is measured in terms of self-appraisal, occupational information, goal selection, planning, and problem-solving 19. Qualityexploration of career development is the basis for career decision self-efficacy 16. Research hasused the Social Cognitive Career Theory (SCCT)20 and outcome expectations to predictbehavioral influences in careers. Ojeda et al. 21 reported that high levels of confidence are relatedto positive career behaviors and outcomes. Thus, there is no debate that behavior stronglyinfluences career decision self-efficacy. The interest comes when one

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

. Page 11.1112.1© American Society for Engineering Education, 2006 Self-Efficacy Beliefs of First-Year Engineering Students: In Their Own WordsAbstract Numerous studies have used quantitative self-efficacy measures to predict the choices,achievement, and interests of undergraduate engineering students. Self-efficacy theorists,however, argue that a discovery-oriented, qualitative approach is required to better understandthe sources and cognitive processing of students’ self-efficacy beliefs - their beliefs about theirabilities to complete the tasks that they deem necessary to achieve a desired outcome. This studyhas therefore employed qualitative measures to investigate the self-efficacy beliefs

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

. Page 12.1396.1© American Society for Engineering Education, 2007 The Changing Tides: How Engineering Environments Play a Role in Self-Efficacy Belief ModificationAbstractSelf-efficacy beliefs are the beliefs people hold about their abilities to complete the tasks thatthey deem necessary to achieve success. Efficacy beliefs influence the choices people make, theeffort they put forth, and the degree to which they persist in the face of obstacles. Attempts tounderstand how students shape their efficacy for learning are therefore invaluable to educators.Previously, we used qualitative measures to investigate the self-efficacy beliefs of first-yearengineering students. That study revealed that early engineering students

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University; John Jackman, Iowa State University; Jason C.K. Chan

Tagged Divisions

Educational Research and Methods

Abstract Concepts towards Better Learning Outcomes and Self-Efficacy AbstractWe constructed and analyzed an evidence-based practice case to see if visual models helpstudents develop a better understanding of abstract concepts and enhance their self-efficacywhen solving engineering problems. Abstract concepts without corresponding physicalphenomena are often found in the domains of industrial engineering, engineeringmanagement, and systems engineering. In this study, we focus on inventory control of asupply chain, which is typically a junior level undergraduate production systems course in anindustrial engineering program. Visual models of inventory behaviors were designed tocomplement the

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

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