Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning

Autor/inn/en	Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.
Titel	Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning
Quelle	In: American Journal of Engineering Education, 7 (2016) 1, S.9-18 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2516
Schlagwörter	Engineering; Engineering Education; College Freshmen; Academic Achievement; Admission (School); At Risk Students; Self Efficacy; College Students; Higher Education; Item Analysis; Correlation; Comparative Analysis; Academic Persistence; Grade Point Average; Likert Scales; Factor Analysis; Surveys; Data Analysis; Test Items; Statistical Analysis + Suchen Sie Ihr Suchwort? Maschinenbau; Ingenieurausbildung; Studienanfänger; Schulleistung; Self-efficacy; Selbstwirksamkeit; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Itemanalyse; Korrelation; Likert-Skala; Faktorenanalyse; Survey; Umfrage; Befragung; Auswertung; Test content; Testaufgabe; Statistische Analyse
Abstract	Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific to first-year engineering students with at-risk indicators. The at-risk determination was made through trajectory to matriculate, classified by cumulative grade point average of academic studies. An adapted version of the Self-efficacy for Learning (SEL) scale, modified by Klobas, Renzi and Nigrelli (2007), was administered to freshman engineering students identified at-risk and not at-risk of matriculation. Internal consistency of the SEL was analyzed and once deemed satisfactory (Cronbach alpha = 0.94), item-level outcome comparisons between student subgroups were made for each of the 22 instrument items. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01