Heating Up Engineering Education: An Investigation of Self-Efficacy and Emotions During Engineering Design Learning Activities

• In Event: Poster Session 11
  In Poster Session: Discipline-Based Research in Engineering Education

Abstract

Recent research suggests many engineering education reform efforts are futile as higher-performing students are leaving engineering at rates higher (~50%) than their lower-performing peers. While many factors may contribute to this student attrition, little is known about the impact of self-efficacy and emotions experienced by novice engineering students. We hypothesized that beginner engineering students may have difficulties managing their emotions during the evolving design process. Consequently, they may become frustrated or discouraged which can lead to feelings of failure and potential drop out. We explored freshmen engineering students’ levels of self-efficacy (Bandura, 1997) and emotions (Pekrun, 2006) while working on a design project. Findings suggest that the situational context within an engineering design project impacts academic emotions and self-efficacy differentially.

Authors

• Idalis Villanueva, Utah State University

• Suzanne H. Jones, Utah State University

• Brett D. Campbell, Brigham Young University