(5g) Influencing the Self-Efficacy Beliefs of Beginning Chemical Engineering Students

The achievement, retention, and interests of undergraduate engineering students have repeatedly been linked to their perceived confidence in their abilities to complete the tasks that they deem necessary to achieve a desired outcome. These beliefs are known in the field of educational psychology as self-efficacy beliefs and have recently become the focus of many engineering education researchers as they strive to understand what their students' efficacy beliefs are and how the engineering environment influences those beliefs. Here, the results obtained from a combined quantitative and qualitative survey instrument used to investigate undergraduate chemical engineering students' self-efficacy beliefs are presented. Surveys were administered to all students enrolled in the first required chemical engineering-specific course, Chemical Engineering Calculations (CHE 205), at a large Mid-western university. Results were obtained during the fall and spring semesters of the 2005-2006 academic year. Quantitative measures were used to evaluate students' perceptions of their performances on course tasks and their ability to succeed in the class. Open-ended survey questions prompted the students to list aspects about CHE 205 that affected their confidence in success in the course. Findings suggest potential avenues through which chemical engineering instructors and administrators may directly or indirectly influence the efficacy beliefs of their students. Identified influences include aspects of the chemical engineering environment, curriculum, and classroom practices. Consideration of the efficacy influencing factors presented here is important in attempts to boost both the retention of capable students who are considering leaving the program and the performance, satisfaction, and enthusiasm of those who persist.