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首页> 外文期刊>The international journal of engineering education >Complex Systems: Interactions Between Gender and Project Context on Confidence of First-Year Engineering Students
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Complex Systems: Interactions Between Gender and Project Context on Confidence of First-Year Engineering Students

机译：复杂的系统：性别与项目背景之间的互动与第一年工程学生的信心

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摘要

In first-year team-based engineering projects, students have the opportunity to become familiar with the field, gain knowledge and skills, and develop engineering self-confidence and self-efficacy. How engineering students gain (or lose) this confidence depends in part on the opportunities that they have to complete mastery experiences, in which they successfully complete tasks that allow them to feel more capable as engineers. However, all students may not be engaging similarly in mastery experiences, and thus, they may not experience the same benefits from the project experience. In this study, we focused on students enrolled in first-year engineering project courses at two different institutions, to investigate the differences that exist between the mastery experiences that they complete, their changes in engineering confidence and self-efficacy, how these two factors interact, and how these aspects are different depending on the student's gender identity. We found that although men started the semester with generally higher confidence and self-efficacy than women, this gap closed by the end of the course. In investigating the relationships between these changes in confidence and self-efficacy and the time devoted to different tasks, it was found that the engineering confidence of students generally benefited more from spending time on non-gender-stereotypical tasks; although it may seem counter-intuitive, spending more time on technical tasks is linked to a decrease in confidence for women. Finally, there were marked differences between the women at each institution in how they spent their time or experienced changes in engineering confidence and self-efficacy. These results suggest that task choice and self-efficacy are sensitive to the learning experience in a way that interacts with student demographics, rather than student demographics being the dominant contributor to their experience in a project course; that is, while gender is a factor, the specific effects depend on the academic context.
机译：在基于团队的工程项目中，学生有机会熟悉该领域，获得知识和技能，发展工程自信和自我效能。工程学生如何获得（或丢失）这种信心依赖于他们必须完成掌握体验的机会，其中他们成功地完成了允许他们作为工程师更具能力的任务。然而，所有学生都可能不会类似地掌握掌握体验，因此，他们可能不会从项目经历中经历相同的利益。在这项研究中，我们专注于在两家不同的机构中注册的一年工程项目课程的学生，调查他们完成的掌握经验之间存在的差异，它们的工程信心和自我效能的变化，这两个因素如何互动，以及如何根据学生的性别身份而有所不同。我们发现，虽然男子开始了学期，但比女性的信心和自我效能高，但这种差距在课程结束时关闭。在调查这些变化与自我效力的变化与致力于不同任务的时间之间的关系时，发现学生的工程信心通常会受到更多在非性别陈规定型任务上花费时间;虽然它可能看起来是反直观的，但花费更多关于技术任务的时间与女性的信心减少有关。最后，每个机构的妇女在它们如何度过他们的时间或经验丰富的工程信心和自我效能的变化之间存在明显的差异。这些结果表明，任务选择和自我效力是以与学生人口统计学的方式互动的方式敏感，而不是学生人口统计数据是他们在项目课程中经验的主导贡献者;也就是说，虽然性别是一个因素，但具体效果取决于学术背景。

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