Vocational Personality and College Adjustment in Relation to Engineering Identity and Academic Achievement

• In Event: Diverse Postsecondary Student Learning and Experiences

Abstract

We seek to examine whether and to what extent vocational personality types based on Holland’s model (Holland, 1985) and students’ adjustment to college as measured by the Student Adaption to College Questionnaire (Baker & Siryk, 1999) correlate with and explain unique variance of academic achievement and engineering identity among undergraduate engineering students. SDS-Investigative type significantly explained additional variance in GPA. College adjustment explained 23.7% of the variance in GPA and 39.2% of the variance in engineering identity scores, the most important facets being academic adjustment and personal-emotional adjustment. The purpose of the present study is to help college engineering students to develop a comprehensive understanding of their strengths and weaknesses, critical for their personal and professional development as future engineers.

Authors

• Yi Ding, Fordham University
  Presenting Author

• Qian Wang, Manhattan College
  Non-Presenting Author

• Alexandra Reder, Fordham University
  Non-Presenting Author

• Jiayi Wang
  Non-Presenting Author