Exploring the Relationship between Student-Perceived Faculty Encouragement, Self-Efficacy, and Intent to Persist in Engineering Programs

Autor/inn/en	Hsu, Hsien-Yuan; Li, Yanfen; Dugger, Suzanne; Jones, James
Titel	Exploring the Relationship between Student-Perceived Faculty Encouragement, Self-Efficacy, and Intent to Persist in Engineering Programs
Quelle	In: European Journal of Engineering Education, 46 (2021) 5, S.718-734 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsu, Hsien-Yuan) ORCID (Li, Yanfen) ORCID (Dugger, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1889469
Schlagwörter	Student Attitudes; Teacher Student Relationship; Self Efficacy; Intention; Academic Persistence; Engineering Education; College Freshmen; Teacher Influence; Predictor Variables + Suchen Sie Ihr Suchwort? Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit; Ingenieurausbildung; Studienanfänger; Prädiktor
Abstract	Copious research on Social Cognitive Career Theory has found student self-efficacy substantially related to persistence in engineering programs. The present exploratory study investigated the associations among faculty encouragement (a specific type of verbal persuasion in college context) and students' self-efficacy, outcome expectations, and intent to persist in engineering majors using a sample of first-semester engineering students at a mid-sized public university. Analytical data were collected from 205 first-year engineering students in the fall semester at a mid-sized public four-year university in the United States. Results show that students' perception of faculty encouragement can statistically significantly contribute to students' self-efficacy and outcome expectations, supporting the hypothesis that student-perceived faculty encouragement was a source of self-efficacy and outcome expectations. Further, although students' perception of faculty encouragement can influence students' intent to persist, the effect was not directly transmitted; rather, it was found only through an indirect path via self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01