Date Available

6-20-2014

Year of Publication

2014

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department/School/Program

Educational, School, and Counseling Psychology

First Advisor

Dr. Ellen L. Usher

Abstract

The purpose of this study was to develop and evaluate engineering self-efficacy measures for undergraduate students (N = 321) and to examine whether students' engineering self-efficacy differed by gender, year level, and major. The relationships between engineering self-efficacy and academic achievement and intent to persist in engineering were also investigated. Data from engineering students from two southeastern universities were collected in spring 2013. Exploratory factor analyses resulted in a unidimensional general engineering self-efficacy scale and a three-factor (i.e., research skills, tinkering skills, and engineering design) engineering skills self-efficacy scale. Multivariate analyses of variance revealed that self-efficacy did not differ by gender or year level. Students in different engineering sub disciplines reported different levels of tinkering self-efficacy. Multiple regression analysis showed that engineering self-efficacy measures predicted academic achievement outcomes but not intent to persist in engineering. Engineering self-efficacy significantly contributed to the prediction of achievement after controlling for prior achievement.

Research funded by the National Science Foundation, EEC Award No.1240328.

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