Framing Agency Predicts Design Self-Efficacy and Engineering Identity, Contributing to Persistence Intentions in and beyond the Engineering Degree
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| Title: | Framing Agency Predicts Design Self-Efficacy and Engineering Identity, Contributing to Persistence Intentions in and beyond the Engineering Degree |
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| Language: | English |
| Authors: | Madalyn Wilson-Fetrow, Vanessa Svihla (ORCID |
| Source: | Journal of Engineering Education. 2026 115(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 41 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1751369 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, Design, College Freshmen, Predictor Variables, Self Efficacy, Self Concept, Academic Persistence, Intention, College Seniors, Racial Differences, Gender Differences, Problem Solving, Skill Development |
| DOI: | 10.1002/jee.70065 |
| ISSN: | 1069-4730 2168-9830 |
| Abstract: | Background: Commitment to degree and career are commonly connected to developing identity in the discipline and feelings of confidence (self-efficacy) about disciplinary practices. While these psychosocial factors are well studied in engineering, they are less often linked to specific learning experiences. In design education, such experiences include framing agency--the ability to use one's agency to frame design problems. Purpose: We extend typical models of persistence intentions to examine the effects of engaging in design problem framing. We conjectured that framing agency relates to engineering identity and engineering design self-efficacy. We sought to answer the following research questions: To what extent do framing agency constructs predict first-year and senior students' design self-efficacy, engineering identity, and persistence intentions? Does this vary for students from privileged and minoritized genders or from privileged and minoritized racial/ethnic groups? Methods: We used a previously tested survey to measure framing agency, engineering identity, engineering design self-efficacy, persistence intentions, and demographics. We employed structural equation modeling on a national sample (n = 636 first-year students; n = 355 seniors). Results: Overall, engineering identity predicted persistence intentions for all students, but design self-efficacy did not. Specific framing agency constructs, especially individual consequentiality, explained variance in self-efficacy and identity across models. For women/non-binary students, shared consequentiality predicted engineering identity and design self-efficacy. For students from minoritized racial/ethnic groups, learning as consequentiality and individual consequentiality predicted career persistence intentions. Conclusions: Providing students with multiple opportunities to develop design problem framing skills may play a role in broadening participation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504273 |
| Database: | ERIC |
| Abstract: | Background: Commitment to degree and career are commonly connected to developing identity in the discipline and feelings of confidence (self-efficacy) about disciplinary practices. While these psychosocial factors are well studied in engineering, they are less often linked to specific learning experiences. In design education, such experiences include framing agency--the ability to use one's agency to frame design problems. Purpose: We extend typical models of persistence intentions to examine the effects of engaging in design problem framing. We conjectured that framing agency relates to engineering identity and engineering design self-efficacy. We sought to answer the following research questions: To what extent do framing agency constructs predict first-year and senior students' design self-efficacy, engineering identity, and persistence intentions? Does this vary for students from privileged and minoritized genders or from privileged and minoritized racial/ethnic groups? Methods: We used a previously tested survey to measure framing agency, engineering identity, engineering design self-efficacy, persistence intentions, and demographics. We employed structural equation modeling on a national sample (n = 636 first-year students; n = 355 seniors). Results: Overall, engineering identity predicted persistence intentions for all students, but design self-efficacy did not. Specific framing agency constructs, especially individual consequentiality, explained variance in self-efficacy and identity across models. For women/non-binary students, shared consequentiality predicted engineering identity and design self-efficacy. For students from minoritized racial/ethnic groups, learning as consequentiality and individual consequentiality predicted career persistence intentions. Conclusions: Providing students with multiple opportunities to develop design problem framing skills may play a role in broadening participation. |
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| ISSN: | 1069-4730 2168-9830 |
| DOI: | 10.1002/jee.70065 |
