Freshman Engineering Students At-Risk Of Non-Matriculation: Self-Efficacy For Academic Learning

  • Ernst J
  • Bowen B
  • Williams T
N/ACitations
Citations of this article
31Readers
Mendeley users who have this article in their library.

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 = .94), item-level outcome comparisons between student subgroups were made for each of the 22 instrument items.

Cite

CITATION STYLE

APA

Ernst, J., Bowen, B. D., & Williams, T. O. (2016). Freshman Engineering Students At-Risk Of Non-Matriculation: Self-Efficacy For Academic Learning. American Journal of Engineering Education (AJEE), 7(1), 9–18. https://doi.org/10.19030/ajee.v7i1.9681

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free