Buchumschlag

Framing agency predicts design self‐efficacy and engineering identity, contributing to persistence intentions in and beyond the engineering degree

Fuente: Wiley Open Access

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Madalyn Wilson‐Fetrow, Vanessa Svihla, Ruben Lopez‐Parra, Yu‐Yu Hsiao
Format:	Artículo Open Access
Veröffentlicht:	Wiley 2026
Schlagworte:	Journal of Engineering Education
Online-Zugang:	Acceder al recurso
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Ähnliche Einträge

Expanding conceptualizations of engineering persistence: Examining four undergraduate Black men's dual‐degree experiences
von: Christopher C. Jett
Veröffentlicht: (2025)

Exploring identity negotiation among disabled, Black international women pursuing undergraduate engineering degrees
von: Rachel Figard, et al.
Veröffentlicht: (2026)

Undergraduate engineering students' perspectives on the intersection of engineering identity, marginalized social identities, and identification with social justice
von: Anne M. McAlister, et al.
Veröffentlicht: (2025)

Crafting the self: The interplay of agency, entrepreneurial mindset, and narrative identity
von: Ariana F. Turner, et al.
Veröffentlicht: (2025)

Am I smart enough to be an engineer? How undergraduate engineering students articulate their identities
von: Rachel Kajfez, et al.
Veröffentlicht: (2025)

Mapping engineering students' conceptions of responsibility in challenge‐based learning: The agency gap
von: Diana Adela Martin, et al.
Veröffentlicht: (2026)

Comparing forward and reverse engineering design approaches: Lag sequential and epistemic network analyses of student learning
von: Yu‐Hung Chien, et al.
Veröffentlicht: (2025)

Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering
von: Madeline Polmear, et al.
Veröffentlicht: (2024)

Recognizing mechanistic reasoning in elementary students' engineering design discourse
von: Kristen Wendell, et al.
Veröffentlicht: (2026)

First‐generation college students' funds of knowledge support the development of an engineering role identity
von: Dina Verdín, et al.
Veröffentlicht: (2024)

Getting the picture: Developing intrinsic motivation to self‐regulate engineering documentation practices in a high school drone design challenge
von: Rachel N. Bonnette, et al.
Veröffentlicht: (2025)

Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology
von: Juebei Chen, et al.
Veröffentlicht: (2024)

Genie‐on‐demand: A custom AI chatbot for enhancing learning performance, self‐efficacy, and technology acceptance in occupational health and safety for engineering education
von: Vando Gusti Al Hakim, et al.
Veröffentlicht: (2024)

Risk‐based student performance prediction model for engineering courses
von: Verónica J. Abuchar, et al.
Veröffentlicht: (2024)

An engineer, for what? On the different invitations a university extends to its students to acquire a professional identity
von: Laura María Becerra, et al.
Veröffentlicht: (2025)

Exploring epistemic aspects of engineering for K–12 science and engineering education
von: Ezgi Yesilyurt, et al.
Veröffentlicht: (2024)

Automating creativity assessment in engineering design: A psychometric validation of AI ‐generated items of the design problem task
von: Simone A. Luchini, et al.
Veröffentlicht: (2026)

Exploring engagement narratives among self‐identified Hispanic women's experiences in engineering counterspaces
von: Madeline Polmear, et al.
Veröffentlicht: (2025)

What engineering employers want: An analysis of technical and professional skills in engineering job advertisements
von: Gabriella Coloyan Fleming, et al.
Veröffentlicht: (2024)

Beliefs in engineering education research: A systematic scoping review for studying beliefs beyond the most popular constructs
von: Amy Kramer, et al.
Veröffentlicht: (2024)

Eurocentric epistemologies in engineering: Manifestations in first‐year student design teams and consequences for student learning
von: Trevion S. Henderson
Veröffentlicht: (2024)

Comprehending multiple identities as minoritized students in engineering: How can diverse developmental networks grow meaning‐making capacity?
von: Rajashi Ghosh, et al.
Veröffentlicht: (2025)

Enhancing self‐regulated learning in engineering education with lightboard videos as a support tool
von: Rafael R. Sola‐Guirado, et al.
Veröffentlicht: (2024)

Building bridges to engineering interest: Connections between student perceptions of instructor actions and interest in engineering classes
von: Ella Miesner, et al.
Veröffentlicht: (2024)

Research and innovation of engineering simulation practice teaching platform based on the civil engineering talent training
von: Nan Li, et al.
Veröffentlicht: (2024)

Gender and race/ethnicity differences in the predictors of course grade in a first‐year engineering course and continued enrollment in engineering
von: Matthew Bahnson, et al.
Veröffentlicht: (2025)

LIZGAIRO: Improving learning experience through Scrum in telecommunications engineering curriculum
von: Cristina López‐Bravo, et al.
Veröffentlicht: (2024)

Adaptivity or agency? Educational technology design for conceptual learning of materials science
von: Nutnicha Nigon, et al.
Veröffentlicht: (2024)

ChatGPT‐3.5 and ‐4.0 and mechanical engineering: Examining performance on the FE mechanical engineering and undergraduate exams
von: Matthew E. Frenkel, et al.
Veröffentlicht: (2024)

Theory and practice of BIM skills of construction management professional based on conceive–design–implement–operate engineering teaching mode
von: Nan Li, et al.
Veröffentlicht: (2024)

“Being is not knowing”: Cautionary discourse on reflexive sensemaking in engineering education
von: James Holly
Veröffentlicht: (2025)

Exploring experiences that foster recognition in engineering across race and gender
von: Brianna Benedict McIntyre, et al.
Veröffentlicht: (2024)

Systematic review of work‐integrated learning in undergraduate engineering education
von: Woorin Hwang, et al.
Veröffentlicht: (2026)

How do engineering students understand and conceptualize individual resilience?
von: Natalie Wint, et al.
Veröffentlicht: (2025)

Insights 4.0: Transformative learning in industrial engineering through problem‐based learning and project‐based learning
von: Cristina Rodriguez‐Sanchez, et al.
Veröffentlicht: (2024)

Synergizing computer‐aided design, commercial software, and cutting‐edge technologies in an innovative nozzle test apparatus for an engineering laboratory course
von: Mingtai Chen
Veröffentlicht: (2024)

ChatGPT as an educational resource for civil engineering students
von: S M Jamil Uddin, et al.
Veröffentlicht: (2024)

Investigating engineering undergraduates' agentic and communal career values in writing responses
von: Hye Rin Lee, et al.
Veröffentlicht: (2024)

Systematic literature review of the factors influencing development of engineering education researchers
von: Sarah Dart, et al.
Veröffentlicht: (2025)

Isolation, stressors, and resiliency: Examining the experiences of a transgender woman in engineering
von: Brandon Bakka, et al.
Veröffentlicht: (2025)