Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
This evidence-based practice paper analyzes student engineering self-efficacy and interest following a 9th-grade curriculum intervention which introduced soft robotic design to the classroom. Achievement motivation theories often hold that the intersection of self-efficacy and task interest are predictive of choices and behavior. By leveraging domain-specific measurements for self-efficacy and interest we focus on engineering self-efficacy and engineering career interest, to inform the development of the curriculum experience. First, an overview of the curriculum highlights elements which support self-efficacy or career interest. Next, participating students’ trajectories for self-efficacy and interest are mapped to investigate potential growth following the lessons. We examine the number of students with changing self-efficacy and interest and draw conclusions about curriculum revisions.
Jackson, A., & Mentzer, N., & Kramer-Bottiglio, R. (2018, June), Intersecting Self-Efficacy and Interest: Exploring the Impact of Soft Robot Design Experiences on Engineering Perceptions Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30712
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