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Engineering Self-Efficacy Development in Undergraduates: Evolving Sources

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Title: Engineering Self-Efficacy Development in Undergraduates: Evolving Sources
Language: English
Authors: Jason Richard Power (ORCID 0000-0002-9082-7380), David Tanner (ORCID 0000-0002-6945-2000), Vanessa Egan (ORCID 0000-0001-8828-6303), Geraldine Mooney Simmie (ORCID 0000-0002-5026-4261), Jeffrey Buckley (ORCID 0000-0002-8292-5642)
Source: European Journal of Engineering Education. 2026 51(1):1-24.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Self Efficacy, Engineering Education, College Freshmen, College Seniors, Engineering, Student Development, Student Experience, Foreign Countries
Geographic Terms: Ireland
DOI: 10.1080/03043797.2025.2468350
ISSN: 0304-3797
1469-5898
Abstract: Self-efficacy has been previously associated with a wide range of desirable traits and behaviours within engineering education environments. In this study, we examine the self-efficacy beliefs of first- and final-year undergraduate students using a multi-methods approach (N = 205). The Engineering Self-efficacy Scale is combined with open items that are thematically analysed. The results suggest that the sources drawn on to form engineering self-efficacy change over the course of a degree. Enactive experiences are highly valued by participants and these are centred on applied modules with design and manufacture elements. Professional placement experiences are reported as the main source of later-stage self-efficacy development for student engineers and are similarly valued due to their provision of enactive mastery experiences. The factor structure of the survey instrument is evaluated for use within the current context and suggestions for future research, practitioner considerations for strategy selection, policy development and course design are discussed.
Abstractor: As Provided
Notes: https://osf.io/nd245/?view_only=0801a61fbc1c455094c0a8d45d15c20c
Entry Date: 2026
Accession Number: EJ1503113
Database: ERIC
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  Data: Engineering Self-Efficacy Development in Undergraduates: Evolving Sources
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  Data: <searchLink fieldCode="AR" term="%22Jason+Richard+Power%22">Jason Richard Power</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9082-7380">0000-0002-9082-7380</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Tanner%22">David Tanner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6945-2000">0000-0002-6945-2000</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vanessa+Egan%22">Vanessa Egan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8828-6303">0000-0001-8828-6303</externalLink>)<br /><searchLink fieldCode="AR" term="%22Geraldine+Mooney+Simmie%22">Geraldine Mooney Simmie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5026-4261">0000-0002-5026-4261</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeffrey+Buckley%22">Jeffrey Buckley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8292-5642">0000-0002-8292-5642</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2026 51(1):1-24.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/03043797.2025.2468350
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  Data: Self-efficacy has been previously associated with a wide range of desirable traits and behaviours within engineering education environments. In this study, we examine the self-efficacy beliefs of first- and final-year undergraduate students using a multi-methods approach (N = 205). The Engineering Self-efficacy Scale is combined with open items that are thematically analysed. The results suggest that the sources drawn on to form engineering self-efficacy change over the course of a degree. Enactive experiences are highly valued by participants and these are centred on applied modules with design and manufacture elements. Professional placement experiences are reported as the main source of later-stage self-efficacy development for student engineers and are similarly valued due to their provision of enactive mastery experiences. The factor structure of the survey instrument is evaluated for use within the current context and suggestions for future research, practitioner considerations for strategy selection, policy development and course design are discussed.
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  Data: 2026
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Engineering Education
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