The Impact of Self Directed Learning on Academic Identity of Engineering Students

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 17: Equity, Belonging, and Identity: Unpacking the Forces Shaping Educational Outcomes

Abstract

Self-directed learning (SDL) involves individuals taking initiative in their learning process, including setting goals, identifying resources, and evaluating outcomes (Knowles, 1975). Strong disciplinary identities in STEM fields enhance motivation, engagement, academic performance, and persistence (Godwin et al., 2020). This study investigates the role of SDL in developing an Engineering Identity and its impact on educational success. Regression analysis reveals that SDL has a highly significant positive effect on Engineering Identity. Gender also plays a significant role, with men exhibiting a higher engineering identity than women. These findings underscore the importance of fostering SDL and targeted gender support to enhance academic identity in engineering programs. This study contributes to understanding how SDL influences Engineering Identity and supports students' educational trajectories.

Authors

• Manali Pathare, New Mexico State University

• Stephanie M. Arnett, New Mexico State University

• Sandra M. Way, New Mexico State University