Factors in engineering educational persistence: the correlation between identity and self-efficacy

Abstract

Engineering educators seek to further understand why there is a shortage of engineers in the work force and a decline in student interest (National Center for Education Statistics, 2014). Understanding how one would define their identity as an engineer is of a critical nature. This study investigates the motivation for studying engineering, as well as the role of persistence in an engineering curriculum and engineering self-efficacy. Using an explanatory sequential mixed method design, this study examines the correlation between variables in two areas: student academic self-confidence and student engineering identity as well as a correlation between engineering student self-efficacy and student educational persistence. The key factors and experiences that relate to engineering student identity development and enhanced educational persistence are explored.

The purpose of this study is to analyze the relationship between the identity development of engineering students and their educational persistence in STEM programs. This study explores the following two primary findings relating to engineering identity in the context of emerging adulthood and social cognitive career theory.

(1) A list of key factors and experiences that relate to engineering student identity and educational persistence.

(2) An initial framework of social cognitive career theory in the context of emerging adulthood.

The following are the primary research questions for the current study:

(1) Is there a correlation between student academic self-confidence and their identity as an engineer?

(2) Is there a correlation between engineering student self-efficacy and their educational persistence?

(3) What are the key factors and experiences that relate to engineering student identity development and enhanced persistence?

The goal of this study was to look at the relationship between the identity development of engineering students and their educational persistence to continue in STEM programs. Initial studies that describe the development of the identity of engineers, parallel engineering development to existing human learning developmental stages (Learner, 1976). As we gain greater understanding of the multiple factors that influence the development of identity in post-secondary engineering students, we can begin to make connections to the pedagogical issues inherent in STEM education and the educational leadership required in support of student needs.

After complete data analysis, findings show that the following exists:

1) A correlation between academic self-confidence and identity as an engineer

2) A correlation between student self-efficacy and educational persistence

Qualitative analysis reveals key factors and experiences that relate to engineering student identity development and enhanced persistence. (Author abstract)