Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Sadan Kulturel-Konak

developed andvalidated an instrument to measure teamwork efficacy and interest and collected data toidentify the factors affecting students’ attitudes toward interest and self-efficacy inteamwork as well as their relationships. The preliminary results indicated that studentshad a high level of self-efficacy and a low level of interest, which makes it challenging toimprove students’ teamwork skills. We suggest that instructors could institute morerelatable, intriguing group assignments and emphasize the importance of teamwork in theengineering discipline; hence, students might make an effort to be more interested andhave a positive attitude toward teamwork.

Collection

1996 Annual Conference

Authors

Stephanie L. Blaisdell; Catherine R. Cosgrove

Scale (CDMSE)20,the Mathematics Self-Efficacy Scale21 and the Occupational Self-Efficacy Scale22. The CDMSE Scalemeasures an individual’s belief that she can successfully complete tasks necessary for making career decisions.The scale is based on Crites’23 model of career maturity. Five behavioral domains are measured: Accurateself-appraisal, gathering occupational information, goal selection, making plans for the future, and problemsolving. The scale consists of 52 items (e.g. How much confidence do you have that you could: Choose acareer in which most workers are the opposite sex), rated on a ten-point scale (O= No confidence, 9 =Complete confMence)24. On the Mathematics Self-Efficacy Scale, participants are asked to rate how con.fkkmtthey are

Collection

2021 Northeast Section Meeting

Authors

Kathleen A. Lamkin-Kennard; Margarent B. Bailey; Michael G. Schrlau

cited the team as having contributed to their confidence and identityas an engineer and as one of the reasons they remained in engineering. Survey data is currentlybeing collected from at least 30 existing and 30 former Hot Wheelz and Formula SAE membersto quantify demographic characteristics (including gender and race), year level, and currentlevels of self-efficacy. Pre-existing validated scales for measuring self-efficacy andpsychological safety are being used to assess engineering and career self-efficacy. The surveydata will be used to develop interview and focus group questions that further quantify differencesin self-efficacy for males and females and to inform how team practices and attributes improveself-efficacy and retention of

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

Tagged Divisions

Pre-College Engineering Education Division

design processsupport application of the information obtained from this study to other students in engineeringdesign classes that include design activities mediated by a design process. Students enrolled incourses were surveyed at the beginning and end of the curriculum.VariablesTwo main variables were of interest in the study: engineering design self-efficacy and creativethinking self-efficacy. Self-efficacy beliefs are domain specific 36 and the questions used toevaluate self-efficacy are of great importance. The first scale used attempts to measure anindividual’s belief in their abilities to do engineering design 4. The work of Carberry et al. (2009,2010) represents initial work in the development of a self-efficacy instrument for

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robin A.M. Hensel, West Virginia University; Joseph Dygert, West Virginia University; Melissa Lynn Morris, University of Nevada - Las Vegas

Tagged Topics

Diversity, NSF Grantees Poster Session

surveys provide a quantitative measure of students’ GRIT, general self-efficacy,engineering self-efficacy, test anxiety, math outcome efficacy, intrinsic value of learning,inclusion, career expectations, and coping efficacy. Qualitative data from the focus group andindividual interview responses are used to provide insight into the quantitative survey results.Surprisingly, a previous analysis of the 2017 cohort survey responses revealed that students wholeft engineering had higher baseline values of GRIT, career expectations, engineering self-efficacy, and math outcome efficacy than those students who retained. Hence, the 2018 cohortsurvey responses were analyzed in relation to retention and are presented along with qualitativeresults to provide

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harrison Douglas Lawson, Michigan State University; Amalia Krystal Lira, Michigan State University ; Alexandra A. Lee, Michigan State University; Minhye Lee, Daegu National University of Education; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(7.5%), Latinx (4.8%), Asian (20.9%), Multiracial (2.2%), Alaska Native (0.2%), andNative Hawaiian or Other-Pacific Islander (0.1%). The surveyed students included both studentsenrolled in engineering majors and students who, at one point, were engineering majors but wereno longer enrolled in engineering.Measures: Academic Self-efficacy. Five questions measured engineering self-efficacy [19]. Theresponses were recorded using a 5-point Likert-type scale. These measures were collectedannually over four years (T1 ⍺ = .87, T2 ⍺ = .90, T3 ⍺ =.91, and T4 ⍺ =.90). A sample item forengineering self-efficacy is “I’m certain I can master the content in the engineering-relatedcourses I am taking this semester.” Prior Achievement. Prior

Conference Session

California on the Move: A Robust Array of Student Success Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Two Year College Division

centered, andcommunity centered activities [15] is designed to develop the self-efficacy of community collegestudents that participate, specifically as it relates to research skills.MethodologyA mixed-methods approach using formative and summative evaluation measures was used toassess impact of the summer experience on students’ self-efficacy specifically as it pertains to Page 24.1227.3research. A pre-survey was administered to the students one week prior to their arrival on theBerkeley campus. The survey included questions to solicit information on: degree aspirations,knowledge about the admissions process for enrollment at a four-year institution

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brad Cicciarelli, Louisiana Tech University; Eric Sherer, Corteva Agriscience; Marisa K. Orr, Clemson University

Tagged Divisions

Chemical Engineering

validatedinstruments used in the study of self-efficacy and social integration and administered thesesurveys to chemical engineering (“ChemE”) students at the beginning and end of the sophomoreyear. Social Cognitive Career Theory was used to hypothesize the expected (positive)relationships between the factors of self-efficacy and social support and the outcomes of studentachievement and persistence. When the data set is large enough, path analysis will be used totest these hypotheses, adjusting for prior achievement using indicators such as first-year GPA.Achievement is measured in the short term by performance in sophomore-level ChemE coursesand in the long term by final ChemE GPA. Persistence is measured in the short term byresponses to survey questions

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael D. Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Glen Miller

Tagged Topics

NSF Grantees Poster Session

outcomes [14, 15]. In somecases, self-efficacy is seen as a significant predictor of academic outcomes [16-18]. However,just as in other areas, a universal measure of self-efficacy is not appropriate to determine ethicsself-efficacy [19, 20]. Some domain specific self-efficacy scales include general engineering [21]and software engineering [22]. This work presents a survey instrument that attempts to measureethical self-efficacy.Whereas a general self-efficacy instrument would contain questions such as, “I can alwaysmanage to solve difficult problems if I try hard enough” or “I can solve most problems if I investthe necessary effort” [23], an instrument related to the design domain would include questionssuch as “I can identify a design need

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sharon Miller, Indiana University - Purdue University Indianapolis; Steven Higbee, Indiana University - Purdue University Indianapolis

Tagged Topics

NSF Grantees Poster Session

, Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. 2012.[5] American Educational Research Association, American Psychological Association, and National Council on Measurment in Education, Standards for Educational and Psychological Testing. 2014.[6] R. J. Jenson, A. N. Petri, A. D. Day, K. Z. Truman, and K. Duffy, “Perceptions of Self- Efficacy among STEM Students with Disabilities,” Journal of Postsecondary Education and Disability, vol. 24, no. 4, pp. 269–283, 2011.[7] Şe. Purzer, “The Relationship Between Team Discourse, Self-Efficacy, and Individual Achievement: A Sequential Mixed-Methods Study,” Journal of Engineering Education, vol. 100, no. 4, pp. 655

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Johnson-Glauch, California Polytechnic State University; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Materials

methods.Quantitative methods consisted of pre- and post- course surveys to measure changes in students’levels of self-efficacy beliefs. Self-efficacy was measured with a 17-item validated instrumentcommonly used to measure general self-efficacy [22]. We used the Shapiro-Wilks test to verifythe normality of the data before conducting a paired t-test to determine the effect of the actionplan assignment on students’ self-efficacy. We used a p value of 0.05 as our basis for statisticalsignificance for both tests. In our survey, we also included six demographics questions such asethnicity, gender, socio-economic status, transfer student status, and employment status.Qualitative methods consisted of a content analysis of the students’ finalized “Action Plan

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebecca Ann George, University of Houston; Weihua Fan, University of Houston; Daijiazi Tang, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Mathematics

during which the surveys were administered.MeasuresThe survey consists of (a) section of demographic information and (b) section of questions onself-beliefs in success (academic self-efficacy and subjective values), academic engagement(efforts and persistence), learning climate, and achievement emotions (enjoyment, anxiety,hopeless, shame, and anger before, during, and after class). In (a) section, the demographicitems measure students’ gender (male= 0, female =1), age, race, major, academic year, andself-reported GPA. The (b) section includes 98 Likert-scaled items from 1 (strongly disagree)to 5 (strongly agree) and from 1 (not at all true of me) to 7 (very true of me). All Likert-scaled items were adapted from existing research [9]. Some

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

instrumentality in the motivationliterature [2]. Both of the frameworks in this study measure different aspects of students' beliefsabout their abilities in math and engineering and are utilized as they can shift due to educationalexperiences [20], [21]. The operationalization of these constructs, along with our population andstudy design, are outlined below.Research QuestionBy building off the body of available literature about student mathematics and the role ofengineering in fostering positive beliefs, we sought to implement an integrated engineering,science, and mathematics unit and answer the following research question:How do 5th-grade students' mathematics and engineering self-efficacy and perceived usefulnessfor abstract mathematics concepts

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Edalgo, Clemson University; Karen A. High, Clemson University; Gary Lichtenstein, Arizona State University; Cindy M. Lee, Clemson University; Joyce B. Main, Purdue University at West Lafayette

Tagged Divisions

Faculty Development Division

-existing factors, including demographic and personalgoals, with mentoring and self-efficacy for research, teaching, and mentoring graduate students.In the current (exploratory) phase, we developed a conceptual framework based on an extensiveliterature review, then interviewed 14, pre-tenured engineering education researchers in order toidentify themes that support or do not support the conceptual framework. In this paper, we reporton our preliminary conceptual framework, research design and future work for our project.Introduction/MotivationFaculty productivity is an important component in the tenure process and success for futureacademic careers. A report from the National Academies (2019) suggests mentoring has positiveeffects in Science

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joseph A Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology (COE); Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Rachelle Reisberg, Northeastern University; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

Cooperative & Experiential Education

students. It is based on a pathways model that links contextualsupport and cooperative education and other forms of student work experience to self-efficacy asa basis for retention in college and in the engineering major. It is also longitudinal, so itexamines measures at three time periods during the students’ academic experience: the second,third, and fourth years.The data pool was constituted of all second-year students in the colleges of engineering fromfour participating universities: Northeastern University, Rochester Institute of Technology,Virginia Polytechnic Institute and State University, and the University of Wyoming. Studentrespondents initially filled out a 20-minute survey, among which were assessments of threeforms of self-efficacy

Conference Session

Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

-efficacy(general, design, and experimental), the Achievement Goal Questionnaire (AGQ), and itemsfrom the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) were applied.Participation in SBP showed statistically significant differences in items that measured self-efficacy, academic readiness, sense of belonging, and knowledge about university life andindustry. However, goal orientation and career expectations did not exhibit changes. Resultssupport that the current five-pillar structure effectively promotes student success and persistencein engineering degrees for first-year students at Mississippi State University.Introduction In the United States, educational efforts aim to increase enrollment in 2- or 4-yearinstitutions right

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kara Vance; Abdullah Konak; Sadan Kulturel-Konak; Gul E. Okudan Kremer; Ivan Esparragoza

, interest is a key component of our foundational assessment framework, the Model ofDomain Learning (MDL), to evaluate the students’ teamwork knowledge, skills, and abilities(KSA). We developed a survey instrument to measure teamwork interest, attitudes and self-efficacy. The survey was used to collect data at multiple campuses of a university in theNortheast to investigate whether there were any relationships between students’ attitudes towardteamwork, interest levels, teamwork self-efficacy, and background. Based on the collected data,we also investigated factors, such as gender, grade point average, background, and workexperience, which may influence students’ teamwork attitude, self-efficacy, and interest. Therelationship among attitudes, self

Conference Session

Graduate Student Writing and Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Graduate Studies

that social support, such as having regular contact with friends or having ahigher functioning relationship with one’s advisor, decreases graduate and professional students’needs [4]. This literature, overall, shows how social support can influence student mental health.This paper, therefore, is focusing on graduate student’s ability to engage in these socialinteractions. To do so, the three following measures are being pursued: self-sufficiency, sense ofbelonging, and social self-efficacy. Self-sufficiency for this study is being defined as an individual’sability to operate independently on a day-to-day basis. In this context, this could be perceived as astudent’s ability to perform their daily work duties as well as any social obligations

Conference Session

New Research and Trends for Minorities in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Ohio State University; Sheryl A. Sorby, Ohio State University; Susan L. Amato-Henderson, Michigan Technological University

Tagged Divisions

Minorities in Engineering

persistence in engineering by way of self-regulation theauthors point to two influential studies. French et al. note several cognitive (high school rank,SAT scores, cumulative grade point average) and noncognitive variables (academic motivationand institutional integration) that influence students’ persistence in engineering, with motivationbeing significantly related to persistence3. Vogt et al. measured self-variables including academicself-confidence and self-efficacy, as well as other environmental and behavior variables to learnwhat influences a student’s academic achievement4. They found that academic achievement wasinfluenced by self-efficacy and academic self-confidence.The results of these studies support social cognitive theory and provide

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

Tagged Topics

Diversity, NSF Grantees Poster Session

increases in short and long-term student learning are mediated by experiences thathelp students identify needs and develop design solutions (i.e., developmentally instigativebehaviors). These experiences in turn enhance students’ valuation of engineering, beliefs aboutcapabilities, and identification as an engineer; motivating future behaviors. Like a cyberneticsystem then [29], these processes repeat and are self-regulating. Several basic hypotheses will beused to assess both the validity of the scales used to measure engineering values, self-efficacy,and identity and the plausibility of this theoretical framework. Students who engage in moreengineering related activities (e.g., attending an engineering conference, facilitated study group,or

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Stephen B. Knisley PhD, North Carolina A&T State University; Matthew B. A. McCullough, North Carolina A&T State University

Tagged Topics

NSF Grantees Poster Session

. c American Society for Engineering Education, 2019 Model Building in Engineering Education This paper reports on research that is part of a lager project taking place at a mid-sizedpublic HBCU funded through the National Science Foundation’s Revolutionizing Engineeringand computer science Departments (RED) program. The purpose of the RED program is toencourage and support innovation projects that develop new, revolutionary approaches andchange strategies that enable the transformation of undergraduate engineering education [1]. Avital component of this particular RED project involves the development and validation ofsurvey-based measures of Engineering Values, Self-Efficacy, and Identity: and a model thatcombines

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

significantly higher self-efficacy for tinkering and engineering applications than females. (2) Students from majority groups (i.e., White or Asian) would report significantly higher self-efficacy for tinkering and engineering applications and higher self-confidence in math and science than those from underrepresented minority groups (non-White, non- Asian).MethodsWe developed and validated a composite survey that merged items from the APPLES instrument[6,10,14], which focuses on self-confidence in interpersonal skills, problem solving, and mathand science theory, with an established but unvalidated instrument [15] that measures self-efficacy in “tinkering” – that is, prototyping and modeling – and the application of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

Tagged Topics

NSF Grantees Poster Session

use in K-12classrooms. A new course model was created that utilized a hybrid community of practice wherestudents learned about engineering education and worked together to support local K-12 schoolsby engaging in service learning. This project explored the ways in which participation in thiscourse impacted pre-service teachers’ perceptions of engineering and engineering teaching self-efficacy. We first administered a survey designed to measure engineering teaching self-efficacyto pre-service teachers at the beginning and end of the course. In addition, pre-service teachersalso completed reflective journals throughout the course in which they were asked to reflect onhow specific aspects of the course impacted their understanding of the nature

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

supportprocess[2]. Outcomes include improvements in student self-efficacy and ultimately in studentpersistence to remain in the major[3]. The Mediation Model of Research Experiences (MMRE)empirically established engineering self-efficacy, teamwork self-efficacy, and identity as anengineer as mediating, person-centered motivational psychological, processes that transmit theeffect of programmatic support activities into an increased commitment to an engineeringcareer[4]–[8]. For the current work, we speculate that students with low measures of engineeringself-efficacy, teamwork self-efficacy, or engineering identity are good candidates for proactiveadvising intervention. Additional measures of non-cognitive and affective attributes may alsoprovide

Conference Session

Computer Based Grading and Learning Styles

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Clayton E Price, Missouri University of Science and Technology

Tagged Divisions

Computers in Education

andtutoring modules, the results in the research literature were mixed. For example, in anengineering course where e-learning modules were used, self-efficacy showed a significant lowto medium positive correlation with students’ learning but was not a significant predictor of post-test scores8.In another study, where students used web-based worked examples, self-efficacy did not mediatebetween the use of web-based modules and achievement as predicted. It rather served as acomplementary measure of learning performance predicted by the students’ use of web-basedworked examples9.Theoretical and empirical analyses of major determinants of self-efficacy in both educational andwork-training environments found both internal and external determinants of self

Conference Session

Reforming the Industrial Engineering Curriculum

Collection

2006 Annual Conference & Exposition

Authors

Sharon Johnson, Worcester Polytechnic Institute; Diane Strong, Worcester Polytechnic Institute; Jamshed Mistry, Worcester Polytechnic Institute

Tagged Divisions

Industrial Engineering

knowledge.Second, we examined student self-efficacy, defined as a personal judgment of one’s capability toperform a particular activity1, a construct that has been positively linked to motivation andacademic performance3,9. Because these learning measures are task-specific, the questionnairesand rubrics we developed for their assessment are important research outcomes.We used a repeated measures (pre-post) experimental design, with experimental and controlconditions to compare student learning of core topics taught with and without the Oracle-basedmodule. Comparisons suggest that inclusion of the Oracle-based exercises not only did notdetract from functional learning, but also increased self-efficacy about technology.In the next section, we provide a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

Tagged Topics

NSF Grantees Poster Session

, andpersistence (Table 1). We used the framing agency survey [6, 7], which incorporates research-based measures of design self-efficacy [8, 9] and engineering identity [1, 10].Table 1. Survey questions and constructs measured Construct Items (7-point scale, with ends named in question) Individual consequentiality How responsible or not responsible have you felt: The extent to which an • for making decisions personally? individual reports that the • for coming up with your own ways to make progress on the problem changed, or their design project? understanding changed as a • for the outcomes of the design project? result of decisions made

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph A. Lyon, Purdue University, West Lafayette; Aparajita Jaiswal, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

-survey measurements tounderstand how self-efficacy changed in terms of students modeling and simulation skills.Likewise, post-survey data was collected to understand how students experienced the MATLABLive environment. This has led the research to two research questions: (1) How did suchtechnology-supported scaffolded (MATLAB Live) modeling activity experiences impact studentself-efficacy regarding programming and computational modeling? (2) Based on student comfortlevel with programming (self-efficacy), how did students vary in their reported experiences ofMATLAB Live?BackgroundThe use of modeling is not new to engineering education, having been studied extensively withall levels and disciplines of engineering [3], [9], [10]. For this study

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5: Exploring and Re-Examining Ideas in Engineering Entrepreneurship and Innovation Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Felix Kempf, King's College London; Nada Elfiki, Stanford University; Aya Mouallem, Stanford University; Helen L. Chen, Stanford University; George Toye; Micah Lande, South Dakota School of Mines and Technology; Kei Hysi; Xiao Ge, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

we take a different tack, wanting to identify the nexus, or common ground, ofInnovative and Entrepreneurial self-efficacies, and Innovative and Entrepreneurial behaviors.Thinking about common ground is a useful lens with which to look at the intentional or focusedcreativity of engineers, whether they are working in new or existing enterprises. First, we showthe development of this intersectional/nexus concept (which we call Embracing New Ideas, ENI)in terms of measures of self-efficacy (ENI-SE; consisting of six items, with a Cronbach’s Alphaof .85) and behavior (ENI-B; consisting of five items, with a Cronbach’s Alpha of .80). Thenbased on Social Cognitive Career Theory (SCCT), we model ENI-B (our dependent variable) asa function of ENI-SE

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vibhavari Vempala, University of Michigan; Jacob Frederick Fuher, University of Michigan; Heydi L. Dominguez, New Jersey Institute of Technology; Jeremiah Ogunbunmi, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Prateek Shekhar, New Jersey Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

to pursue and persist in that task [21]. Self-efficacy is domain and task specific. In the context of entrepreneurship, Entrepreneurial Self-Efficacy (ESE) is a person’s belief in their ability to successfully perform entrepreneurshiprelated tasks and launch a successful entrepreneurial venture [22]. Research has shown ESE to bean important predictor of future entrepreneurial intent and behavior [10], [23], [24]. Severalinstruments to measure ESE are available. However, most of the measurements are empiricallyunderdeveloped and do not capture the various dimensions associated with entrepreneurialactivities and skills [25]. The ESE scale used in this study is developed by McGee [22].Compared to existing ESE measures, McGee’s scale is a multi