Abstract

This study examines differences in women's engineering self-efficacy beliefs across grade levels in comparison to men's engineering self-efficacy (ESE) beliefs across grade levels. Data for this study was collected from 746 (635 men, 111 women) engineering students enrolled in a large research extensive university. Four major conclusions resulted from this study. (1) No significant differences in overall mean engineering self-efficacy scores were found by gender. However, this study found differences between men's and women's mean coping self-efficacy (CSE) and engineering career outcome expectations (ECOE) subscale scores. Freshmen men had significantly higher ECOE compared to upperclassmen women. (2) Overall, fifth-year men had significantly lower mean ESE scores compared to all other groups. (3) When the fifth-year group was removed from the data set, all first-year students had significantly lower subscale scores compared to all other years. In addition, men in their first-year of engineering had significantly lower subscale scores compared to other groups of men. (4) No significant differences in overall ESE scores were found among first to fifth-year women. Also, no significant differences in self-efficacy subscale scores were found among first to fifth-year women.

Citation

Concannon, J.P. & Barrow, L.H. (2012). A Reanalysis of Engineering Majors' Self-Efficacy Beliefs. Journal of Science Education and Technology, 21(6), 742-753. Retrieved August 13, 2024 from https://www.learntechlib.org/p/167623/.

This record was imported from ERIC on December 3, 2015. [Original Record]

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Keywords

• Age Differences
• Coping
• engineering education
• gender differences
• Majors (Students)
• Occupational Aspiration
• Self Efficacy
• undergraduate students