pastexperience, observation, persuasion, and emotion. A link exists between self-efficacy, academic achievement, andthe ability to overcome phobias. Experiences like successes and failures, specific feedback, and scaffolded learningexperiences may increase or decrease self-efficacy in a particular skill set, which can change outcome expectations,motivation, and future goals [11].Spatial visualization has been defined in many different ways. This work utilizes Bodner and Guay’s [12] definitionof “spatial orientation factor as a measure of the ability to remain unconfused by changes in the orientation of visualstimuli,” and states, “The spatial visualization factor measures the ability to mentally restructure or manipulate thecomponents of the visual
sustained critical investigation; and develop ideas.4.2.3 Self-efficacyFive survey items using the same prompt were used to create a composite score measuring self-efficacy. These items included: feelings that your ideas are valuable, feelings that you could“make a difference,” ability to take responsibility for your own learning; ability to succeed inbusiness or industry, and ability to function effectively in the “real world.”4.2.4 Career PreparednessSurvey respondents were asked, “How well did your project experience at WPI prepare you foryour current career?” Response options were a five-point bi-directional Likert scale from verypoorly (1) to very well (5), with an option to indicate “not applicable” if the respondent was notworking.4.2.5
, “Measuring entrepreneurial self-efficacy to understand the impact of creative activities for learning innovation,” Intl J Mgmt Educ, 12, pp. 456-468, 2014.[9] J.H. Dyer, H. B. Gregersen, and C.M. Christensen, “Entrepreneur Behaviors, Opportunity Recognition, and the Origins of Innovative Ventures,” Strateg. Entrepreneurship J, 2 (4): pp. 317–38, 2008.[10] G. Balau, D. Faems, J. van der Bij, “Individual characteristics and their influence on innovation: A literature review,” Proceedings of the 9th International Conference on Innovation and Management, Nov. 14-16, Eindhoven, The Netherlands. Eds. G. Duysters, A. de Hoyos, K. Kaminishi, Wuhan University Press, pp. 887-901, 2012.[11] A. Bolhari, & S. Tillema
Paper ID #44344Developing an Instrument for Assessing Self-Efficacy Confidence in Data ScienceDr. Safia Malallah, Kansas State University Safia Malallah is a postdoc in the computer science department at Kansas State University working with Vision and Data science projects. She has ten years of experience as a computer analyst and graphic designer. Besides, she’s passionate about developing curriculums for teaching coding, data science, AI, and engineering to young children by modeling playground environments. She tries to expand her experience by facilitating and volunteering for many STEM workshops.Dr. Ejiro U Osiobe
), we focus on the potential of leveraging the CPPs as a way to increase students’ self-efficacy, persistence within engineering, and sense of belonging. This study addresses thefollowing research question, “What factors influence first-year engineering students’ perceptionsof their engineering self-efficacy, design self-efficacy, intentions to persist, and sense of belongingthrough the application of community-partnered projects?”Methods1. Development of the Survey InstrumentThe survey instrument was developed during the fall of 2023 by an undergraduate student andthree faculty members. The instrument included a total of six scales (please refer Table 1). Thesurvey instrument measures the perceptions of first-year engineering students
still suggested to apply parametric tests if both groupshave sample sizes larger than n=15 even when some test assumptions are not met [16].When data collection from the mid-term and end-of-course surveys are completed, we propose touse two-way mixed ANOVA to measure how the two groups of students’ programming attitudesand self-efficacy evolve over the semester. Ordinal logistic regression might also be conducted totake more factors that could affect attitudes and efficacy levels into account. Besides, qualitativeanalysis will also be performed on the courses they have taken and the courses they think thathave prepared them for the lab activities to provide additional information on the findings.ResultsAccording to the survey data, previous
Paper ID #44125Examining Imposter Syndrome and Self-Efficacy Among Electrical EngineeringStudents and Changes Resulting After Engagement in Department’s RevolutionaryInterventionsMr. Jeffrey Luke Morrison, University of South Florida Jeffrey Luke Morrison is an undergraduate student pursuing his bachelors in Electrical Engineering at the University of South Florida with focuses in wireless circuits and nano-scale systems. He is an IEEE member and also a member of the USF Honor’s College. In addition to pursuing his EE degree, he is also pursuing a BS in Quantitative Economics and Econometrics.Dr. Chris S Ferekides, University
Their Own Words: How Aspects of Engineering Education Undermine Students’ Mental Health,” in 2022 ASEE Annual Conference & Exposition Proceedings, Minneapolis, MN: ASEE Conferences, Aug. 2022, p. 40378. doi: 10.18260/1-2–40378.[33] N. Mamaril, E. Usher, C. Li, D. Economy, and M. Kennedy, “Measuring Undergraduate Students’ Engineering self‐efficacy: A validation study,” J. Eng. Educ., vol. 105, no. 2, pp. 366–395, Apr. 2016, doi: 10.1002/jee.20121.[34] K. J. Jensen and K. J. Cross, “Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion,” J. Eng. Educ., vol. 110, no. 2, pp. 371–392, Apr. 2021, doi: 10.1002/jee.20391.[35] S. Farrell, A. Godwin
Paper ID #42380The Effect of Ego Network Structure on Self-efficacy in Engineering StudentsDavid Myers, Rowan UniversityMatthew Currey, Rowan UniversityLuciano Miles Miletta, Rowan UniversityDarby Rose Riley, Rowan University Darby Riley is a doctoral student of engineering education at Rowan University. She has a special interest in issues of diversity and inclusion, especially as they relate to disability and accessibility of education. Her current research is focused on the adoption of pedagogy innovations by instructors, specifically the use of reflections and application of the entrepreneurial mindset. Her previous
disparities between engineers’ practices and their micro- and macroethics. Dr. Stransky is passionate about developing innovative educational interventions that measurably enhance students’ skills and competencies. https://orcid.org/0000-0002-4247-4322 ©American Society for Engineering Education, 2024 Exploratory Factor Analysis of Students’ Entrepreneurial Self-efficacy: Implications for Survey ValidationINTRODUCTIONHuman skills can take on a variety of forms as they evolve. These various functional domainsrequire unique knowledge and abilities. Given no one can embody all knowledge and abilities,one's perceptions of their efficacy in various activity domains vary one’s efficacy belief
in their capabilities of using CAD software. Therefore, there iscurrently a lack of research investigating how students develop self-efficacy in relation to CADprior to their undergraduate degree.As there currently does not exist a validated scale to measure CAD self-efficacy, in this paper,we explore the related concepts of undergraduate engineering students’ initial 3D Modeling andEngineering Design self-efficacy before formal CAD instruction at the university level.Bandura’s Theory of Self-Efficacy suggests there are four main sources of self-efficacy: masteryexperiences, social persuasion, vicarious experiences and physiological states [1]. Therefore, weaim to answer the question: “What prior CAD learning experiences influence
’ perceptions of their own ability, or their self-efficacy, has been the topic of study fornumerous education papers in engineering and other fields. As with most topics self-efficacy is acomplex topic that is not constant for a person for all fields or times. Someone may be confidentin their ability to do one task, but at a different time they may be unsure of themselves due tooutside events. If the topic of that task changes so does their own perceived efficacy. In thecontext of engineering self-efficacy, Mamaril et al. described three different measures: generalacademic-self-efficacy, domain-general engineering self-efficacy, and skill based self-efficacy3.General academic self-efficacy refers to the students’ belief in their ability to accomplish
Psychology, vol. 54, no. 6, pp. 1063–1070, 1988. doi:10.1037//0022-3514.54.6.1063.[11] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering self‐efficacy: A validation study,” Journal of Engineering Education, vol. 105, no. 2, pp. 366–395, 2016. doi:10.1002/jee.20121.[12] Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students' engineering self‐efficacy: A validation study. Journal of Engineering Education, 105(2), 366-395.[13] Baker, D., Krause, S., & Purzer, S. (2008, June). Developing an instrument to measure tinkering and technical self efficacy in engineering. In 2008 Annual
extrapolating these subgroup results. Greatersample sizes would yield more solid proof of the effects on a diverse learner’s body.According to [22], there is a high practical significance and potential for real-world impact dueto the very large effect size (d=1.03). However, depending solely on self-report measures has itslimitations due to its potential for bias. The conclusion that effects are meaningful would bestrengthened by the inclusion of objective competence measures. Long-term monitoring is alsorequired to ascertain whether effects endure over time [21]. All things considered, thispreliminary study offers a promising foundation for future research on self-efficacy andexperiment-centric pedagogy.ConclusionThis study demonstrates that
’ increased proficiency. Moreover, 90% of the students developed models either fromscratch or by ensembling multiple models. This involves significant coding in Python (Figure 2A).Increase in student self-efficacy. We report the change in student self-efficacy measured usingthree related variables: (1) student confidence on speaking up about a technical area like AI, (2)student self-assurance and positive outlook for success in an AI career, and (3) outlook towards thefield of AI. First, we observe an increase in the students’ ability to understand and communicateAI research. As shown in the post-survey results (see Figure 5A), students’ showed a significantincrease in confidence in speaking up about topics in AI. The students’ ability to handle
students’ self-efficacy and interest in aSTEM field, we analyzed student responses to the following questions/statements (stronglydisagree/disagree/neither agree or disagree/agree/strongly agree): 1. I am able to get a good grade in my science class. 2. I am able to do well in activities that involve technology. 3. I am able to do well in activities that involve engineering. 4. I am able to get a good grade in my mathematics class.These four questions served as an indicator of self-efficacy among the student participants. Eachquestion measures the self-reported self-efficacy in each of the four major fields in the acronymSTEM (each question respectively). We then tabulated the responses to another set of statements: 1. I like
undergraduatesfrom marginalized groups in engineering and to undergraduates who may not have the resourcesduring the academic year to participate in research at their institutions. Students are selectedusing holistic measures by each of the sites. The curriculum for the summer program aims tofoster self-efficacy in research through (1) participation in authentic research work, (2) facultyand experienced graduate student researcher mentoring, and (3) community building across thenatural hazards engineering and research communities.Students meet weekly through virtual means to discuss their research progress, address anychallenges, and discuss the rhetoric of scholarly publications and other activities. REU studentsalso participate in career development
Paper ID #41572Gender-Based Comparison of Creative Self-Efficacy, Mindset, and Perceptionsof Undergraduate Engineering StudentsDr. Christine Michelle Delahanty, National Science Foundation Dr. Delahanty is a Program Director at NSF in the Division of Undergraduate Education (EDU/DUE), and has a background in physics, electrical engineering, and STEM Education, with a concentration in creativity and innovation. Her research focuses on creative self-efficacy, creative mindset, and perceptions of engineering majors, particularly women, to offer insight into why there are so few women in the major and in the profession. She
explored the app, but did notregularly use it, which justified combining the two into a single comparison group.3.2 Data Collection and MeasuresData were collected using the retrospective Student Assessment of their Learning Gains - anNSF-funded and validated survey [14] that asks students how much they learned for each of a setof learning objectives and the extent to which they attribute their learning to specific learningactivities. The SALG has been used to date by more than 22,000 instructors to assessapproximately half a million students.3.2.1 Student OutcomesItems were averaged to construct measures of growth in content mastery, self-efficacy related tostatics, and willingness to seek help. Each of the items included the same question stem
– extremely)Post survey items to measure engineering self-efficacy (response options strongly disagree – strongly agree): I will be able to achieve most of the engineering-related goals that I have set for myself When facing difficult tasks within engineering, I am certain that I will accomplish them I believe I can succeed at most any engineering-related endeavor to which I set my mind I am confident that I can perform effectively on many engineering-related tasksPost survey items to measure commitment to engineering (response options): I have no doubt that I will graduate with a degree in engineering (strongly disagree – strongly agree) It is my intention to pursue a career in engineering (strongly disagree – strongly agree
in academia at a R1 Hispanic servingUniversity in the American Southwest. The research was guided by the following question: Towhat extent does participation in undergraduate level research affect student’s self-efficacy andconfidence to succeed in undergraduate level academia/research? Students’ confidence and self-efficacy was measured using a Likert-scale survey. Responses were compared before and afterparticipating in the program to determine whether students’ confidence improved. We used SPSSfor statistical analysis of data which focused primarily on changes to mean response values.Following the conclusion of the Fellowship, interviews of the students were conducted via emailto gain further qualitative data on the impacts of the
Signed-Rank Test to analyze the data. Dataanalysis was conducted using quantitative techniques for survey responses, which includedboth descriptive and comparative analyses. Informed consent was obtained from allparticipants before the administration of the surveys, and the confidentiality of the gatheredinformation was maintained. Privacy was respected, and an ethical protocol consistent withresearch standards was adhered to throughout the study.ResultsIn this study, we used SPSS® to analyze our quantitative data. We applied the WilcoxonSigned-Rank Test to compare scores before and after the Sense of Belonging and Self-efficacy Survey (SBSS). This test is helpful for small sample sizes and compares two relatedsamples or repeated measurements on
quantities related to the First Law of Thermodynamics.The students purchased a low-cost TeCS kit consisting of individual components, which theyassembled. Beginning in the first week, the students utilized the TeCS to apply thermodynamicsconcepts and continued to use it throughout the course. The students measured temperatures, airflow rates, mass, electrical current, and voltage to analyze the energy inputs and outputs of thesystem. The course material was designed to increase their understanding and intuition offundamental principles through the hands-on projects related to their systems, culminating in athorough analysis of the entire system.This study assesses the impact of the TeCS on engineering self-efficacy using a validated pre- andpost
composition of teams (considering factors like gender, ethnicity, major, GPA, prior circuit experience, and year in school) influence student perceptions of the CLE and, consequently, student outcomes?To address these questions, we investigate the relationships in our survey data set throughquantitative analysis, focusing on two dependent variables: student performance, in terms of theirexam scores (Exam), and Collaborative Learning Experience (CLE), a measured variable from asurvey questionnaire at the end of the semester about the student’s perception of thecollaborative learning experience. We in turn examine how these dependent variables may beaffected by other collected measures, such as task and general self-efficacy, test anxiety
-Efficacy Measure and Social Cognitive Career TheoryIn the realm of human behavior, self-efficacy holds profound importance, particularly ininnovation and entrepreneurship. Several self-efficacy measures have been developed in theinnovation and entrepreneurship research fields and tailored to the specific tasks that areassessed in this context (e.g., [20]–[24]). Innovation Self-Efficacy (ISE) refers to theindividuals’ confidence in their ability to innovate and engage in specific behaviors thatcharacterize innovative people [23], [25], whereas Entrepreneurial Self-Efficacy (ESE) is thebelief and confidence individuals have in their own capabilities to execute tasks aimed atentrepreneurial outcomes and pursuing new venture opportunities [20], [21
taking the course [18], [19]. The MUSIC model of motivationsurvey can be found in the literature [19]. All statements were based on a 6-points Likert scaleranging from strongly disagree (1) to strongly agree (6). One qualitative question was also askedof the students: how has being part of this class changed your perspective on computerprogramming and computation?Data AnalysisThe data was analyzed using two approaches. First, the quantitative data was analyzed usingsimple descriptive statistics and correlation coefficients to understand if the two measures ofmotivation and self-efficacy may be related. Additionally, a thematic analysis process was usedto analyze the qualitative data responses from the students [20].ResultsHow are students
data set is collected over the comingsemesters. Table 1. Mean and standard deviation for each measure of problem-solving self-efficacy. Civil Engineers (n=34) Non-Civil Engineers (n=36) Mean Standard Mean Standard Deviation Deviation Problem definition (/100) 81.6 9.0 83.3 10.4 Representation & 82.0 10.1 82.6 12.0 Organization (/100) Calculations (/100) 87.3 10.0 84.6 11.1 Evaluate Solution (/100) 87.9 8.4
–676, 1992, doi: 10.3102/00028312029003663.[10] A. R. Carberry, H. S. Lee, and M. W. Ohland, “Measuring engineering design self- efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010, doi: 10.1002/j.2168-9830.2010.tb01043.x.[11] M. A. Hutchison, D. K. Follman, M. Sumpter, and G. M. Bodner, “Factors influencing the self-efficacy beliefs of first-year engineering students.,” Journal of Engineering Education, vol. 95, no. 1, pp. 39–47, Jan. 2006, [Online]. Available: http://search.ebscohost.com.proxybz.lib.montana.edu/login.aspx?direct=true&db=a9h&A N=19552472&site=ehost-live[12] M. K. Ponton, “Motivating Students by Building Self-Efficacy,” Journal of Professional
allparticipantsInstrument To assess the impact of the course on teachers’ engineering self-efficacy, data wascollected using the Teaching Engineering Self-Efficacy Scale (TESS) [15], [16]. TESS is avalidated instrument consisting of 23 items with five subscales: Engineering PedagogicalContent Knowledge Self-efficacy (KS), Engineering Engagement Self-efficacy (ES),Engineering Disciplinary Self-efficacy (DS), and Engineering Outcome Expectancy (OE) [16].The TESS demonstrates high internal consistency reliability, with Cronbach's α ranging from0.89 to 0.96 across the four factors [16]. These high-reliability coefficients indicate that theTESS consistently measures teachers' engineering self-efficacy with precision and accuracy. Byutilizing the TESS in this
levels of confidence (self-efficacy) in their ability to design, code, and fabricatesolutions, and self-reported levels of self-determination and agency. The post-survey capturedthe same Likert-scale responses for self-efficacy, self-determination, and agency. Itadditionally captured open-ended responses on students’ experiences working on their finalproject, dwelling on how they felt about the project from the beginning until completion.Approval was obtained from the authors’ institution’s review board with an approval ID1282023 to conduct research through this project, maintaining student anonymity throughout.Survey questionsIn designing the items used to measure the three constructs in view, existing scales wereconsidered and, in some cases