Motivation, Self-Efficacy, Student Adjustment in Relation to Engineering Identity and Academic Achievement

• In Event: Identity, Efficacy, and Trajectory: Explorations Across the Professions

Abstract

This study explores the relationships between engineering identity and various psychological constructs in the context of engineering education. The purposes of this investigation were: 1) to examine the relationships between academic performance (GPA), engineering identity, academic motivation (AMS), self-efficacy (SE), and student adjustment to college (SACQ); 2) to determine the extent to which self-efficacy, academic motivation, and student adjustment influence the development of engineering identity among college students; 3) to assess whether engineering identity can be predicted by self-efficacy, academic motivation, and student adjustment individually; and 4) to investigate how various factors collectively predict engineering identity and gpa.

Authors

• Anqi Zhang, Fordham University

• Yi Ding, Fordham University

• Yifan Wang, Fordham University

• Qian Wang, Manhattan College