A Within-Person Examination of Predictors of First-Year Engineering Student Persistence Intentions: A Multilevel Approach

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  In Roundtable Session: Examining STEM Students' Higher Education Trajectories (Table 30)

Abstract

Growth in the field of engineering is not keeping up with the supply of engineers entering the labor market. This study utilized Social Cognitive Career Theory (SCCT) variables to determine how persistence intentions were related to within student changes in self-efficacy, outcome expectations, and interest. Students who participated in the study were enrolled in introductory engineering courses during the first semester of their university engineering programs. We utilized a longitudinal hierarchical linear growth model (HLM), with data collection at four-time points throughout the students’ first semester. Results indicated that within student self-efficacy and outcome expectations were statistically significant predictors of persistence intentions, with outcome expectations being particularly strong over time.

Authors

• Allison Margaret Esparza, Texas A&M University

• Andrea McMurray, Texas A&M University

• Karen E. Rambo-Hernandez, Texas A&M University