Honken, N. B., & Ralston, P. A., & Snyder, K. E. (2014, June), Exploring Engineering Students’ Beliefs on Effort and Intelligence  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20470

\bibitem{asee_peer_20470}
  Honken, N. B., \& Ralston, P. A., \& Snyder, K. E. (2014, June), \emph{Exploring Engineering Students’ Beliefs on Effort and Intelligence}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20470

Nora B. Honken, Patricia A Ralston, and Kate E. Snyder.  "Exploring Engineering Students’ Beliefs on Effort and Intelligence".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20470 Internet.  02 May, 2024

\bibitem{asee_peer_20470}
  Nora B. Honken, Patricia A Ralston, and Kate E. Snyder.
  "Exploring Engineering Students’ Beliefs on Effort and Intelligence".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20470 Internet.  02 May, 2024

@INPROCEEDINGS{asee_peer_20470
author = "Nora B. Honken, Patricia A Ralston, and Kate E. Snyder"
title = "Exploring Engineering Students’ Beliefs on Effort and Intelligence"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20470}
number = {10.18260/1-2--20470}
}

TY  - CPAPER
AB  - Type of paper: research paper       Exploring Engineering Students’ Beliefs on Effort and Intelligence        Prior research in achievement motivation has highlighted the importance of students’implicit beliefs regarding the malleability of intelligence and students beliefs about theeffectiveness of effort. These beliefs shape students’ perceptions and reactions to experiencessuch as academic success and failure, and predict critical outcomes such as persistence throughchallenge. Limited research has examined these constructs for college students enrolled inengineering programs. However, investigating these constructs may prove fruitful inunderstanding variability in students’ persistence, success, and retention in engineering.         In the current study, a survey was administered to the Fall 2013 engineering cohort ofstudents at University XXXX (n = 494; 97% response rate) during the first week of the semester.Participants reported on effort beliefs and implicit beliefs about intelligence. Participants werealso asked to report on their perceptions of the relative contributions of effort andability/intelligence for achievement in both high school and what they anticipated forengineering school.        Variability was observed with regard to students’ perceptions on the relativecontributions of effort and ability/intelligence to high school achievement. On average, studentsbelieved effort was less important than intelligence/ability in determining high schoolperformance (mean percentage rating for effort = 41%; mean percentage rating forintelligence/ability: 59%, SD = 22.84). In contrast, on average, students believed effort would bemore important than intelligence/ability in determining grades in engineering school (M%effort =65%, M%intelligence/ability = 35%, SD = 18.72). Eighty-two percent of the students anticipated thateffort would be more important in engineering school than it was in high school, eight percentanticipated it would be of the same importance and ten percent anticipated it would be lessimportant in engineering school than in high school. Female participants placed moreimportance on effort for grade attainment than did male participants for both high school (t(490)= 2.12, p = .035) and engineering school (t(490) = -2.66, p = .008).        On average, female participants reported more adaptive effort beliefs (M = 4.80, SD =.52; total scale scores can range from 1 to 6) than male participants (M = 4.62, SD = .63) (t(170)= -2.98, p = .003). In other words, female participants indicated that they see a strongerrelationship between effort and positive outcomes regardless of intelligence. Across the currentsample, all students primarily endorsed an incremental view of intelligence (M = 2.63, SD = 1.0;total scale scores can range from 1 [pure incremental belief] to 6 [pure entity belief]). Onaverage, female participants endorsed incremental beliefs (M = 2.44, SD = .97) to a greaterdegree than male participants (M = 2.67, SD = 1.03) (t(490) = 2.05, p = .04).        This preliminary study has described freshmen engineering students’ beliefs regardingeffort and intelligence. Ongoing research with this cohort will investigate the relations betweenstudents’ beliefs regard effort and intelligence, self-reported effort exertion, academicperformance and retention in an engineering major.* Data collection with this cohort is ongoing; additional analyses regarding the associationsbetween implicit beliefs, effort beliefs, and academic outcomes will be reported in the full paper.ReferencesBlackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligencepredict achievement across an adolescent transition: A longitudinal study and an intervention.Child Development, 78, 246-263. doi: 10.1111/j.1467-8624.2007.00995.xDweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation andpersonality. Psychological Review, 95, 256-273.Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believethat personal characteristics can be developed. Educational Psychologist, 47, 302-314. doi:10.1080/00461520.2012.722805
AU  - Nora B. Honken
AU  - Patricia A Ralston
AU  - Kate E. Snyder
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Exploring Engineering Students’ Beliefs on Effort and Intelligence
UR  - https://peer.asee.org/20470
DO  - 10.18260/1-2--20470
ER  -