An Exploratory Study of Engineering Graduate Student Persistence: Self-Efficacy and Contextual Influences

Autor/inn/en	Fitzpatrick, Mary E.; Burrows, Stephanie G.; Yonker, James A.
Titel	An Exploratory Study of Engineering Graduate Student Persistence: Self-Efficacy and Contextual Influences
Quelle	In: Journal of Career Development, 50 (2023) 3, S.633-655 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzpatrick, Mary E.) ORCID (Burrows, Stephanie G.) ORCID (Yonker, James A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/08948453221123789
Schlagwörter	Graduate Students; Engineering Education; Self Efficacy; Context Effect; Influences; Academic Persistence; Females; Group Membership; Interpersonal Relationship; School Holding Power; Academic Achievement + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ingenieurausbildung; Self-efficacy; Selbstwirksamkeit; Influence; Einfluss; Einflussfaktor; Weibliches Geschlecht; Gruppenzugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulleistung
Abstract	Women and U.S. racial/ethnic minority students are underrepresented in engineering graduate education and engineering practice. Demographic homogeneity in engineering research teams can negatively affect individuals, innovation, and research outcomes. Thus, it is important to explore factors that influence student intentions to complete engineering degrees, particularly for groups historically underrepresented in engineering. Social Cognitive Career Theory guided the development of new items to evaluate self-efficacy, feeling welcome and included, relationship with principal investigator, and research group environment. Results with 295 engineering graduate students found that female sex, engineering self-efficacy, and feeling welcome and included were independently positively associated with commitment to complete an engineering degree. Feeling welcome and included operated 30% through self-efficacy and 70% directly. The effects of female sex were unmediated by self-efficacy. Results suggest that proximal and distal contextual factors may operate independently from self-efficacy to influence retention in graduate engineering programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01