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Integrating Cohorts to Improve Student Career Self-Efficacy

机译：整合队列以提高学生职业生涯的自我效能

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Past research on student efficacy shows that students felt more confident in their selection of career field when they were able to "try it on for size." Students have a desire to get their hands dirty and try using engineering tools early in the curriculum. Additionally, students often report a great deal of uncertainty about the curriculum and their ability to be successful in their academic and future careers. In this paper, we describe the integration of a discipline's introductory course within the rest of the discipline's curriculum. Student reported self-efficacy in the introductory engineering course was measured before and after the course activity was completed. Four questions were used to assess efficacy on a 5-point Likert scale. The largest increase in score was seen on the final efficacy question (M_(pre4)=3.59, M_(post4)=3.87). The average efficacy for all students and all questions was 4.04 (sd=1.01). Inferential results based on student classification, gender, prior work experience, and perceptions of the mentoring activity are discussed. Finally, implications and suggestions for the use of cohort integration in engineering programs are discussed.
机译：过去的学生疗效研究表明，当学生在他们能够“尝试尺寸”时，学生对自己的职业领域感到相信更有信心。学生们希望让他们的手肮脏，并在课程早期尝试使用工程工具。此外，学生们常常向课程报告大量的不确定性，以及他们在学术和未来职业中取得成功的能力。在本文中，我们描述了纪律的介绍性课程在课程的其余部分内的整合。学生报告课程活动完成前后介绍工程课程中的自我效能。使用四个问题来评估5点李克特量表的疗效。在最终疗效问题（M_（pre4）= 3.59，M_（Post4）= 3.87）上看到了最大的得分增加。所有学生和所有问题的平均疗效为4.04（SD = 1.01）。讨论了基于学生分类，性别，事先工作经验和对指导活动的看法的推论结果。最后，讨论了对工程方案中使用队列集成的影响和建议。

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