dc.date.accessioned |
2021-06-08T09:11:25Z |
|
dc.date.available |
2021-06-08T09:11:25Z |
|
dc.date.issued |
2020 |
|
dc.identifier.issn |
1050-0472 |
|
dc.identifier.uri |
https://hdl.handle.net/20.500.12619/95916 |
|
dc.description |
We gratefully acknowledge support from the National Science Foundation (Grant No. 1611961). We also sincerely thank Penn State's Engineering Design Program faculty for use of the design project description. |
|
dc.description |
Bu yayının lisans anlaşması koşulları tam metin açık erişimine izin vermemektedir. |
|
dc.description.abstract |
Students in design courses work on projects that are influenced by ambiguity, gender orientation, and domain relatedness. This study investigates the impacts of these factors on student self-efficacy in order to increase retention in engineering disciplines. From a comprehensive literature review and feedback from engineering experts, an instrument is developed to assess student perceptions on tolerance to ambiguity (STA), project gender orientation (PGO), and project domain relatedness (PDR). Statistical analyses are conducted to examine the influence of STA, PGO, and PDR on student self-efficacy and collective efficacy. Results indicate that an increase in the gender orientation of the project decreases student self-efficacy. Furthermore, gender bias of the design project diminishes student tolerance to deal with ambiguous situations. Therefore, instructors should consider choosing more gender-neutral projects or make appropriate adjustments in project descriptions to minimize gender bias. |
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dc.description.sponsorship |
National Science FoundationNational Science Foundation (NSF) [1611961] |
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dc.language |
English |
|
dc.language.iso |
eng |
|
dc.publisher |
ASME |
|
dc.relation.isversionof |
10.1115/1.4045300 |
|
dc.rights |
info:eu-repo/semantics/closedAccess |
|
dc.subject |
SELF-EFFICACY BELIEFS |
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dc.subject |
ENGINEERING STUDENTS |
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dc.subject |
MOTIVATION |
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dc.subject |
BARRIERS |
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dc.subject |
CAREER |
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dc.subject |
IMPACT |
|
dc.title |
An Investigation on the Effects of Ambiguity, Gender Orientation, and Domain Relatedness of Design Projects on Student Performance |
|
dc.type |
Article |
|
dc.contributor.authorID |
Gunay, Elcin/0000-0002-4464-8779 |
|
dc.contributor.authorID |
Okudan Kremer, Gul/0000-0001-8070-825X |
|
dc.identifier.volume |
142 |
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dc.relation.journal |
JOURNAL OF MECHANICAL DESIGN |
|
dc.identifier.issue |
7 |
|
dc.identifier.doi |
10.1115/1.4045300 |
|
dc.identifier.eissn |
1528-9001 |
|
dc.contributor.author |
Guenay, Elif Elcin |
|
dc.contributor.author |
Guo, Xiuyan |
|
dc.contributor.author |
Jackson, Kathy Lou |
|
dc.contributor.author |
Wu, Xinli |
|
dc.contributor.author |
Kremer, Guel E. Okudan |
|
dc.relation.publicationcategory |
Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı |
|