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Investigating the effects of behavior constructs on academic persistence in engineering, creativity and risk-taking.

机译：调查行为构成对工程学，创造力和冒险精神方面的学术坚持的影响。

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Increasingly over the last decade, engineering colleges across this nation have conducted research to identify factors that will help them better predict students' academic persistence in engineering. While initial efforts were aimed at predicting those who would graduate, recent efforts have been directed toward predicting who will persist to the second year, as it has been found that a substantial percentage of those who leave engineering do so during their first year. Prior research investigated the predictability of academic persistence using academic credentials such as grade point averages and SAT scores. However, recent research on academic persistence in engineering has suggested differences in students' behavior and students' levels of dissonance-induced stress, rather than differences in academic credentials, may distinguish persisters from non-persisters. One aspect of an individual's behavior, compliance, and behavior-related stress, referred to as dissonance-induced stress, are proposed to have an effect on academic persistence. Research shows compliance (or conformity) is diametrically opposed to creativity, which is essential to leadership and innovation in engineering. A similar relationship is likely to exist between compliance and risk-taking.; This research investigated whether behavior and dissonance-induced stress are good predictors of academic persistence in engineering. This research also investigated relationships between behavior, creativity, and risk-taking. Students who were enrolled in a first-year Fundamentals in Engineering course (ENGR 112) were the subjects in this research. The Style Analysis Instrument was used to collect data regarding students' behavioral orientations. The Style Analysis Instrument provides both natural and adapted measures in four dimensions of human behavior: dominance, influence, steadiness, and compliance. The Creativity and Risk-Taking Instrument was used to collect data regarding students' creativity and risk-taking tendencies.; Results indicate compliance has a statistically significant effect on academic persistence in engineering among first-year engineering students. However, the hypothesis regarding the effect of behavioral dissonance-induced stress was not supported. Results regarding relationships between the behavior variables used in this research and creativity and risk-taking imply that risk-taking is more related to behavior variables than creativity.
机译：在过去的十年中，全国各地的工程学院越来越多地进行研究，以找出有助于他们更好地预测学生在工程学方面的学术能力的因素。尽管最初的努力旨在预测将要毕业的人，但最近的努力却是针对预测谁将持续到第二年，因为已经发现，离开工程学的人中有很大一部分是在第一年毕业的。先前的研究使用学历成绩（例如平均成绩和SAT分数）调查了学习持久性的可预测性。但是，最近有关工程学学术坚持性的研究表明，学生的行为和学生因不和谐而引起的压力的差异，而不是学历上的差异，可能会将坚持者与非坚持者区分开。建议将个人行为，顺从性和与行为相关的压力的一个方面（称为不和谐引起的压力）对学习的持久性产生影响。研究表明，顺从性（或顺从性）与创造力截然相反，而创造力对工程学中的领导力和创新至关重要。合规与冒险之间可能存在类似的关系。这项研究调查了行为和不谐调引起的压力是否是工程学学术持久性的良好预测指标。这项研究还调查了行为，创造力和冒险之间的关系。参加工程学第一年基础课程（ENGR 112）的学生是本研究的主题。风格分析工具用于收集有关学生行为取向的数据。风格分析工具在人类行为的四个维度上提供了自然的和适应的度量：主导，影响，稳定和顺从。创造力和冒险精神工具被用来收集有关学生的创造力和冒险倾向的数据。结果表明，合规性对一年级工程专业的学生在工程学方面的持久性具有统计学意义的影响。但是，关于行为失调引起的压力影响的假设没有得到支持。有关本研究中使用的行为变量与创造力和冒险之间的关系的结果表明，冒险比行为变量与创造力更相关。

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