scholarly journals The power of interest: minoritized women’s interest in engineering fosters persistence beliefs beyond belongingness and engineering identity

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dina Verdín
Keyword(s):  
Identity Development ◽  
Measurement Invariance ◽  
Degree Completion ◽  
Classroom Environment ◽  
Sense Of Belonging ◽  
Engineering Students ◽  
Equation Modeling ◽  
Engineering Degree ◽  
Competence Beliefs ◽  
Engineering Identity

Abstract Backgrounds This study examined how developing an engineering identity through the interplay between interest, recognition, and performance/competence beliefs and establishing a sense of belonging supported women’s persistence beliefs in engineering. Persistence belief in this study is captured through women’s certainty of graduating with an engineering degree. Students’ levels of motivation, affective states, and actions are based on what students believe to be true. Data were gathered from a survey administered to engineering students at nine institutions across the USA. Only female engineering students were used in the analysis. Students were further grouped into categories based on the representation of their race/ethnicity in engineering; 121 women were identified as minoritized in engineering, and 252 were identified as part of the majority group in engineering. Structural equation modeling was used to understand how the development of an engineering identity and modes of belonging (i.e., belonging in the major and in the classroom environment) supported women’s certainty to graduate with an engineering degree. All latent constructs were examined for measurement invariance; partial measurement invariance was achieved. Equality constraints on the structural paths of the model were not enforced to allow for differences across groups. Results Seeing oneself as an engineer (i.e., internal recognition) did not support minoritized women’s certainty to persist toward degree completion, whereas this internal recognition supported majority women’s persistence. Belonging in the major and belonging in the classroom environment did not support minoritized women’s certainty to persist. Establishing a sense of belonging in the classroom environment supported majority women’s certainty to persist. Minoritized women’s persistence toward degree completion was supported by their interest in engineering and their confidence in performing well in engineering coursework. However, interest in engineering was two times more influential toward minoritized women’s persistence than their performance competence beliefs. Conclusion These findings provide educators with a nuanced understanding of how identity development and modes of belonging differentially affect women’s persistence beliefs. These findings suggest that educators need to understand the powerful influence minoritized women’s interest in engineering has on their persistence beliefs and create mechanisms to continuously reinforce interest.

scholarly journals Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

2020 ◽  
Vol 8 (4) ◽  
pp. 304
Author(s):  
Sarah L. Rodriguez ◽  
Erin E. Doran ◽  
Rachel E. Friedensen ◽  
Elizabeth Martínez-Podolsky ◽  
Paul S. Hengesteg
Keyword(s):  
Software Engineering ◽  
Identity Development ◽  
Student Perceptions ◽  
Engineering Students ◽  
Design Thinking ◽  
Vital Role ◽  
Student Interest ◽  
College Level ◽  
Educational Stakeholders ◽  
Engineering Identity

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study’s findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.

Analyzing Observed Composite Differences Across Groups

Methodology ◽  
2013 ◽  
Vol 9 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Holger Steinmetz
Keyword(s):  
Monte Carlo ◽  
Structural Equation Modeling ◽  
Measurement Invariance ◽  
Structural Equation ◽  
Monte Carlo Study ◽  
Equation Modeling ◽  
Factor Loadings ◽  
Latent Mean Differences ◽  
Partial Invariance ◽  
Mean Differences

Although the use of structural equation modeling has increased during the last decades, the typical procedure to investigate mean differences across groups is still to create an observed composite score from several indicators and to compare the composite’s mean across the groups. Whereas the structural equation modeling literature has emphasized that a comparison of latent means presupposes equal factor loadings and indicator intercepts for most of the indicators (i.e., partial invariance), it is still unknown if partial invariance is sufficient when relying on observed composites. This Monte-Carlo study investigated whether one or two unequal factor loadings and indicator intercepts in a composite can lead to wrong conclusions regarding latent mean differences. Results show that unequal indicator intercepts substantially affect the composite mean difference and the probability of a significant composite difference. In contrast, unequal factor loadings demonstrate only small effects. It is concluded that analyses of composite differences are only warranted in conditions of full measurement invariance, and the author recommends the analyses of latent mean differences with structural equation modeling instead.

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 Community-Based Tourism as a Sustainable Direction in Destination Development: An Empirical Examination of Visitor Behaviors

2019 ◽  
Vol 11 (10) ◽  
pp. 2864 ◽  
Author(s):  
Heesup Han ◽  
Taeyeon Eom ◽  
Amr Al-Ansi ◽  
Hyungseo Bobby Ryu ◽  
Wansoo Kim
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Sustainable Tourism ◽  
Local Level ◽  
Equation Modeling ◽  
Order Structure ◽  
Community Based ◽  
Empirical Examination ◽  
Body Of Knowledge ◽  
Post Purchase

Community-based tourism is an emerging form of sustainable tourism. Community-based tourism often brings various financial/non-financial benefits to local communities and maximizes sustainability at the local level. The present study was designed to uncover the role of community-based tourism performance in elucidating travelers’ post-purchase decision-making process for sustainable destination products by considering the moderating effect of sense of belonging. A quantitative approach was adopted for the achievement of the research objective. A field survey conducted at community-based tourism destinations was utilized for data collection. The acceptable level of the measurement quality was demonstrated. The results of the structural equation modeling provided empirical evidence that community-based tourism performance significantly affects the formation of travelers’ post-purchase intentions. In addition, the adequacy of the higher-order structure of community-based tourism performance was identified. The community-based tourism performance and intention relationship was also moderated by sense of belonging. With a lack of empirical research about community-based tourism, the findings of this research significantly add to the existing body of knowledge in sustainable tourism.

scholarly journals The Evaluation of Organizational Well-Being in An Italian Teaching Hospital Using the ANAC Questionnaire

2019 ◽  
Vol 16 (6) ◽  
pp. 1056
Author(s):  
Claudio Cortese ◽  
Federica Emanuel ◽  
Lara Colombo ◽  
Marco Bonaudo ◽  
Gianfranco Politano ◽  
...  
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Health And Safety ◽  
Well Being ◽  
Clinical Staff ◽  
Self Report ◽  
Equation Modeling ◽  
Public Agencies ◽  
Organizational Goals ◽  
The Relationship

In Italy, the Italian National Anti-Corruption Authority (Autorità Nazionale Anti-corruzione—ANAC) has developed a questionnaire to assess the organizational well-being of employees within public agencies. The study aimed to explore the relationship among variables in the ANAC questionnaire: Several job resources (lack of discrimination, fairness, career and professional development, job autonomy, and organizational goals’ sharing) and outcomes of well-being at work, such as health and safety at work and sense of belonging. The research was carried out among workers in an Italian hospital in Northwest Italy (N = 1170), through an online self-report questionnaire. Data were grouped into two job categories: Clinical staff (N = 939) and non-clinical staff (N = 231). The hypothesized model was tested across the two groups through multi-group structural equation modeling. Results showed that health and safety at work and sense of belonging had significant positive relationships with the other variables; some differences emerged between the determinants of the two outcomes and among groups. The study aims to identify some reflections and suggestions regarding the assessment of well-being in the health care sector; implications for practice are identified to promote organizational well-being and health in organizations.

Is Self-Compassion Universal? Support for the Measurement Invariance of the Self-Compassion Scale Across Populations

Assessment ◽  
2020 ◽  
Vol 28 (1) ◽  
pp. 169-185 ◽  
Author(s):  
István Tóth-Király ◽  
Kristin D. Neff
Keyword(s):  
Structural Equation Modeling ◽  
Measurement Invariance ◽  
Structural Equation ◽  
Secondary Data ◽  
The Self ◽  
Equation Modeling ◽  
Exploratory Structural Equation Modeling ◽  
Self Compassion ◽  
Wide Range ◽  
Compassion Scale

The Self-Compassion Scale (SCS) is a widely used measure to assess the trait of self-compassion, and, so far, it has been implicitly assumed that it functions the same way across different groups. This assumption needs to be explicitly tested to ascertain that no measurement biases exist. To address this issue, the present study sought to systematically examine the generalizability of the bifactor exploratory structural equation modeling operationalization of the SCS via tests of measurement invariance across a wide range of populations, varying according to features such as student or community status, gender, age, and language. Secondary data were used for this purpose and included a total of 18 samples and 12 different languages ( N = 10,997). Multigroup analyses revealed evidence for the configural, weak, strong, strict, and latent variance–covariance of the bifactor exploratory structural equation modeling operationalization of the SCS across different groups. These findings suggest that the SCS provides an assessment of self-compassion that is psychometrically equivalent across groups. However, findings comparing latent mean invariance found that levels of self-compassion differed across groups.

Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields

2020 ◽  
pp. 089484532091311 ◽  
Author(s):  
Amber Simpson ◽  
Jose Morales Collazo ◽  
John Zilvinskis ◽  
Adam Maltese
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Online Survey ◽  
The United States ◽  
Equation Modeling ◽  
Direct Impact ◽  
Science Technology ◽  
And Mathematics ◽  
Positive Direct ◽  
Specific Identity

Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of belonging. Results from structural equation modeling indicated that participants’ STEM field had a positive, direct impact on their discipline-specific identity but a negative, direct impact on other discipline identities. Furthermore, recognition and competence had significant direct and indirect effects on participants’ STEM identity, which was not consistent by STEM field. Alternatively, sense of belonging and self-identifying as a woman had limited effects in our model. Our findings raise questions as to the possibility (or not) of STEM as an interdisciplinary identity for professionals with a career in STEM.

scholarly journals Validation of a Three-Item Short Form of the Modified Weight Bias Internalization Scale (WBIS-3) in the German Population

Obesity Facts ◽  
2020 ◽  
Vol 13 (6) ◽  
pp. 560-571
Author(s):  
Sören Kliem ◽  
Hans-Christian Puls ◽  
Andreas Hinz ◽  
Anette Kersting ◽  
Elmar Brähler ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Internal Consistency ◽  
Gender Discrimination ◽  
Weight Status ◽  
Short Form ◽  
Population Sample ◽  
Weight Bias ◽  
Equation Modeling ◽  
German Population ◽  
Weight Bias Internalization

<b><i>Introduction:</i></b> Individuals suffering from overweight or obesity frequently experience weight-based stigmatization. The widespread belief that weight is a matter of personal will and self-control results in various weight-based stereotypes (e.g., laziness, lack of self-discipline, or neglect). <b><i>Objective:</i></b> Based on the modified version of the Weight Bias Internalization Scale (WBIS-M), a short form for the economic assessment of weight bias internalization in the general population was compiled and validated. <b><i>Methods:</i></b> A three-item short form (WBIS-3) was derived based on data from a representative sample of the German population (<i>n</i> = 1,092). This new short form was validated in a second representative population sample (<i>n</i> = 2,513). Item characteristics and internal consistency were obtained. Measurement invariance was tested. Construct validity was established via the correlation with theoretically related constructs (depression, anxiety, eating behavior, discrimination, weight status). To establish scale validity, all analyses were performed for the whole sample as well as for the subsample of individuals with overweight. Age- and gender-specific population norms were provided. <b><i>Results:</i></b> The WBIS-3 exhibited excellent psychometric properties. Internal consistency was α = 0.92. Strong measurement invariance was confirmed regarding age, gender, discrimination, and weight status in both the whole sample as well as the overweight subsample. <b><i>Conclusions:</i></b> The WBIS-3 constitutes a valid and economical tool for the assessment of weight bias internalization in epidemiological contexts. Measurement invariance allows for an unbiased comparison of means, correlation coefficients, and path coefficients within structural equation modeling across groups.

Sense of belonging based on novel posting

2016 ◽  
Vol 40 (2) ◽  
pp. 204-217 ◽  
Author(s):  
Tian-Chao Guo ◽  
Zhi-Chao Cheng
Keyword(s):  
Social Interaction ◽  
Sense Of Belonging ◽  
Structural Equation ◽  
Virtual Communities ◽  
Self Esteem ◽  
Psychological Outcomes ◽  
Equation Modeling ◽  
Theoretical Understanding ◽  
Content Type ◽  
The Social

Purpose – Although novel posting is a universal phenomenon in virtual communities (VCs), few studies have addressed the benefits of novel posting for group members. The purpose of this paper is to identify the social and psychological outcomes of novel posting, particularly whether and how sense of belonging can be produced by it. Sense of belonging implies an individual’s integration or assimilation into virtual groups. Design/methodology/approach – To assess the theoretical model, a survey was administered in an internet discussion community (Baidu Post Bar in China), and structural equation modeling was then used to test the model. Findings – Novel posting can produce social and psychological outcomes, such as social interaction ties, group-based self-esteem and sense of belonging. Novel posting is an individualized behavior, which some studies consider to conflict with sense of belonging; however, via the mediating effects of social interaction ties and group-based self-esteem, sense of belonging can also arise based on novel posting. Practical implications – VC operators should focus on differentiating between irrational posts and novel posts and encourage the latter. Additionally, to satisfy members’ needs, VC operators should strengthen the degree of social interaction ties and members’ self-esteem by providing attractive topics and virtual rankings. Originality/value – This study contributes to a theoretical understanding of the social and psychological outcomes of novel posting and, more importantly, whether and how sense of belonging arises on the basis of individualized behavior.

The Development of Implicit Self-Esteem During Emerging Adulthood

2017 ◽  
Vol 9 (7) ◽  
pp. 835-843 ◽  
Author(s):  
Yuqi Wang ◽  
Wei Wu ◽  
Hairong Song ◽  
Mingzheng Wu ◽  
Huajian Cai
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Structural Equation ◽  
Rank Order ◽  
Self Esteem ◽  
Equation Modeling ◽  
First Year ◽  
Latent Growth ◽  
First Order ◽  
The University

Emerging adulthood is one of the most important life stages for self and identity development. The present research tracked the development of implicit self-esteem during emerging adulthood at both the group and individual levels. We used the implicit association test to assess implicit self-esteem with the improved D score as the index. We surveyed 327 students each year from the beginning of their first year of university until their graduation, with an extra assessment run in the middle of the first year. First-order autoregressive structural equation modeling indicated that implicit self-esteem remained quite stable during the university years in terms of rank-order stability. Latent growth modeling showed that implicit self-esteem decreased slightly during the university years with females initially manifesting a higher level. These findings enrich our understanding of implicit self-esteem and its development as well as self-construction during emerging adulthood.

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