Revisiting a measure of engineering design self-efficacy

• Autores: Justin C. Major, Adam R. Carberry, Adam Kirn
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 36, no. 2, 2020 (Ejemplar dedicado a: Clive L. Dym Mudd Design Workshop XI Design Education and Practice – How Process Matters), págs. 749-761
• Idioma: inglés
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• Resumen

  • An important step in the growth of engineering education as a unique field of inquiry is to understand how theoretical constructsmanifest within different engineering contexts. Replication and reproducibility studies should be conducted to support and ensureresults are valid and generalizable across different variations of the same context, and to support and ensure research in engineeringeducation maintains an integral role in the development of future engineers. This study follows the previous work of Major andKirn to replicate and re-validate Carberry and colleagues’ work to create an engineering design self-efficacy instrument.Exploratory and confirmatory factor analyses of data collected from students enrolled in active learning environments reveal thatstudents’ confidence and perceived success to complete design tasks combine into a single factor. Additional work is needed tofurther explore this emergent inconsistency and refine the model used to assess engineering design self-efficacy.