CHAPTER 4. RESULTS
The data collected from quantitative survey tools measuring students
academic and milestone efficacy beliefs are presented here. In addition,
excerpts from one-on-one student interviews probing the sources of student
efficacy beliefs are used to illustrate how students experience the engineering
environment. Results quantifying first-year, ENGR 106 and second-year, CHE
205 students’ levels of efficacy are provided and compared across gender and
year in the engineering program. Qualitative findings demonstrate the degree
to which students’ efficacy beliefs are influenced by Bandura’s (1997) four
proposed efficacy sources: mastery experiences, vicarious experiences,
verbal/social persuasions, and physiological states. Also presented are
similarities and differences in the type of efficacy influences experienced by
first- and second-year students and men and women. Finally, evidence
suggesting which efficacy sources are most influential on the different
populations of students is given.
CHAPTER 4. RESULTS
The data collected from quantitative survey tools measuring students
academic and milestone efficacy beliefs are presented here. In addition,
excerpts from one-on-one student interviews probing the sources of student
efficacy beliefs are used to illustrate how students experience the engineering
environment. Results quantifying first-year, ENGR 106 and second-year, CHE
205 students’ levels of efficacy are provided and compared across gender and
year in the engineering program. Qualitative findings demonstrate the degree
to which students’ efficacy beliefs are influenced by Bandura’s (1997) four
proposed efficacy sources: mastery experiences, vicarious experiences,
verbal/social persuasions, and physiological states. Also presented are
similarities and differences in the type of efficacy influences experienced by
first- and second-year students and men and women. Finally, evidence
suggesting which efficacy sources are most influential on the different
populations of students is given.
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