Engagement and Academic Self-efficacy in Engineering Students of a Public University in Lima-Peru. A Correlational Study

2019 ◽  
Author(s):  
Milton Gonzales-Macavilca ◽  
Lizeth Nolberto-Quispe
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
Public University ◽  
Correlational Study ◽  
Academic Self Efficacy

scholarly journals Technopreneurial Intentions: The Effect of Innate Innovativeness and Academic Self-Efficacy

2021 ◽  
Vol 14 (1) ◽  
pp. 238
Author(s):  
Sa’Ed M. Salhieh ◽  
Yousef Al-Abdallat
Keyword(s):  
Indirect Effect ◽  
Self Efficacy ◽  
Structural Equation ◽  
Engineering Students ◽  
New Technology ◽  
Equation Modeling ◽  
Undergraduate Engineering ◽  
Academic Self Efficacy ◽  
Self Administered Questionnaire ◽  
Positive Effect

Several factors can affect students’ intention to start a new technology-based venture (technopreneurial intentions). Understanding these factors is important when developing technical educational programs. This study investigates the effect of innate innovativeness and academic self-efficacy on technopreneurial self-efficacy and the forming of technopreneurial intentions. It does this by developing a conceptual model that relates technopreneurial intentions, technopreneurial self-efficacy, academic self-efficacy, and innate innovativeness. The data was collected from 378 undergraduate engineering students enrolled in a Jordanian university with a self-administered questionnaire survey. The results of the structural equation modeling (SEM) using AMOS showed that technopreneurial self-efficacy had a positive and significant impact on technopreneurial intentions. Academic self-efficacy had both a direct and indirect positive effect on technopreneurial intention. The indirect effect occurred through increased technopreneurial self-efficacy. Innate innovativeness had a direct effect on technopreneurial intentions, but it did not have a significant indirect effect through technopreneurship self-efficacy as was initially hypothesized. The findings suggest that those who show interest in starting a new technology-based venture have a strong belief in their abilities to perform the technological and entrepreneurial tasks needed, are confident about their ability to acquire the academic technical skills required, and have the inner motivation to seek what is technologically new and different.

scholarly journals Post-graduation Plans of Undergraduate BME Students: Gender, Self-efficacy, Value, and Identity Beliefs

2020 ◽  
Author(s):  
Anita Patrick ◽  
Maura Borrego ◽  
Catherine Riegle-Crumb
Keyword(s):  
Gender Differences ◽  
Professional Identity ◽  
Graduate School ◽  
Self Efficacy ◽  
Engineering Students ◽  
The United States ◽  
Future Research ◽  
Research Institution ◽  
Hierarchical Agglomerative Cluster ◽  
Academic Self Efficacy

AbstractThis study investigates career intentions and students’ engineering attitudes in BME, with a focus on gender differences. Data from n = 716 undergraduate biomedical engineering students at a large public research institution in the United States were analyzed using hierarchical agglomerative cluster analysis. Results revealed five clusters of intended post-graduation plans: Engineering Job and Graduate School, Any Job, Non-Engineering Job and Graduate School, Any Option, and Any Graduate School. Women were evenly distributed across clusters; there was no evidence of gendered career preferences. The main findings in regard to engineering attitudes reveal significant differences by cluster in interest, attainment value, utility value, and professional identity, but not in academic self-efficacy. Yet, within clusters the only gender differences were women’s lower engineering academic self-efficacy, interest and professional identity compared to men. Implications and areas of future research are discussed.

scholarly journals ENGINEERING STUDENTS’ SELF-EFFICACY RELATED TO PHYSICS LEARNING

2015 ◽  
Vol 14 (3) ◽  
pp. 311-326
Author(s):  
Murat Tezer ◽  
Gulsum Yildiz Aşıksoy
Keyword(s):  
Academic Success ◽  
Physics Education ◽  
Self Efficacy ◽  
Engineering Students ◽  
First Year ◽  
Alma Mater ◽  
Physics Learning ◽  
Two Factors ◽  
Academic Self Efficacy ◽  
Engineering Programme

Various studies have demonstrated that students who have high levels of academic high levels of academic self-efficacy are better at overcoming obstacles, have higher targets and are more confident. So, the aim of this research was to determine the self-efficacy levels of engineering students regarding physics, and to analyse the effect of their alma mater, class levels, the type of engineering programme in which they are being educated and academic success variables on their self-efficacy regarding physics. In the present research “Physics self-efficacy scale” including two factors which were developed by the authors was used to collect the data. Considering one of the independent variables, such as their alma mater, it can be seen that students who graduated from private high schools had a higher level of self-efficacy. In addition, compared to other students, those in their first year had a higher level of self-efficacy, which led to greater academic success. Key words: engineering students, learning, self-efficacy, physics education, physics learning.

scholarly journals Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

2019 ◽  
pp. 1-19
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Cognitive Styles ◽  
Public University ◽  
Learning Achievement ◽  
E Learning ◽  
Academic Self Efficacy ◽  
Metacognitive Scaffolding ◽  
Metacognitive Ability

The object of the present research is to study the effects of a metacognitive scaffolding on metacognition, academic self-efficacy, and learning achievement in students with different cognitive styles in the Field Dependence-Independence (FDI) dimension when learning math content in an e-learning environment. Sixty-seven (67) students of higher education from a public university of Bogotá, Colombia participated in the study. The research has an experimental design with two groups and posttest. One group of students interacted with an e-learning environment, which includes within its structure a metacognitive scaffolding. The other group interacted with an environment without scaffolding. Findings show that the scaffolding promotes significant differences in metacognitive ability, academic self-efficacy, and learning achievement. Similarly, the data show that students with different cognitive styles achieve equivalent learning outcomes.

scholarly journals Exploring The Beliefs Of Academic Self-Efficacy Among Undergraduate Male Engineering Students

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Touseef Fatima, Kiran Hashmi
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Engineering Students ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Male Students ◽  
Affective States ◽  
Engineering Degree ◽  
Academic Self Efficacy

Self-efficacy entails the belief of an individual in oneself for the accomplishment of a specific task. The study investigated sources as well as perceptions that promoted the development of academic self-efficacy of undergraduates. The phenomenological approach employed to analyze the perceptions of undergraduate male engineering students. As phenomenology found compatible with undergraduate students to explain their feelings, experiences, and thoughts about returning to obtain their engineering degree in university after being dropped out. Five participants from private Sindh chartered university responded through an adapted semi-structured interview that reflected their responses on the components of self-efficacy; (a) performance experience, (b) vicarious learning, (c) verbal persuasion, (d) affective states and physical sensation. The data was analyzed by thematization. The findings of the study suggested that components of self-efficacy were the strongest predictors for undergraduate male students who had been dropped out of university to eventually return to earn their engineering degree in university. Furthermore, the study also explored those perceptions about components of self-efficacy that provided a framework to learn those experiences that impact on the academic success of undergraduate male students who had dropped out of university to eventually return to earn their engineering degree in university.  

Effects of Locus of Control, Academic Self-Efficacy, and Tutoring on Academic Performance

2016 ◽  
Vol 19 (4) ◽  
pp. 433-451 ◽  
Author(s):  
Anthony Drago ◽  
David C. Rheinheimer ◽  
Thomas N. Detweiler
Keyword(s):  
Academic Performance ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Public University ◽  
Grade Point Averages ◽  
Pell Grant ◽  
Grade Point ◽  
Quasi Experimental ◽  
Academic Self Efficacy ◽  
Incoming Students

This study investigated the connection between locus of control (LOC), academic self-efficacy (ASE), and academic performance, and whether these variables are affected by tutoring. Additional variables of interest, including gender, students’ Pell Grant status, ethnicity, and class size, were also considered for the research models. The population for this study consisted of students enrolled at a mid-sized public university in northeastern United States who were pre- and posttested as part of a causal-comparative, quasi-experimental research design. Results of this study showed that LOC, tutoring, gender, and an ASE measure identified as self-assurance had positive and significant effects on academic performance as measured by students’ total grade point averages. However, tutoring had no effect on LOC but had only a small moderating effect on one component of ASE. It was postulated that assessing incoming students on LOC and ASE measures could aid in identifying students with external LOC and low ASE for possible intervention.

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