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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0304-3797 1469-5898 |
| DOI: | 10.1080/03043797.2025.2468350 |
