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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
Language: English
Authors: Madalyn Wilson-Fetrow, Vanessa Svihla (ORCID 0000-0003-4342-6178), Ruben Lopez-Parra, Yu-Yu Hsiao
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
FullText Text:
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  Data: Framing Agency Predicts Design Self-Efficacy and Engineering Identity, Contributing to Persistence Intentions in and beyond the Engineering Degree
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Madalyn+Wilson-Fetrow%22">Madalyn Wilson-Fetrow</searchLink><br /><searchLink fieldCode="AR" term="%22Vanessa+Svihla%22">Vanessa Svihla</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4342-6178">0000-0003-4342-6178</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ruben+Lopez-Parra%22">Ruben Lopez-Parra</searchLink><br /><searchLink fieldCode="AR" term="%22Yu-Yu+Hsiao%22">Yu-Yu Hsiao</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Engineering+Education%22"><i>Journal of Engineering Education</i></searchLink>. 2026 115(2).
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  Data: 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
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  Data: Y
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  Data: 41
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  Data: 2026
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  Data: National Science Foundation (NSF)
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  Data: 1751369
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22College+Seniors%22">College Seniors</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
– Name: DOI
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  Data: 10.1002/jee.70065
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1069-4730<br />2168-9830
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: EJ1504273
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        Value: 10.1002/jee.70065
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      – Text: English
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        PageCount: 41
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      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Self Concept
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Intention
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      – SubjectFull: College Seniors
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      – SubjectFull: Racial Differences
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      – SubjectFull: Gender Differences
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      – SubjectFull: Problem Solving
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