Engineering self-efficacy development in undergraduates: evolving sources

Self-efficacy has been previously associated with a wide range of desirable traits and behaviours within engineering education environments. In this study, we examine the self-efficacy beliefs of first- and final-year undergraduate students using a multi-methods approach (N = 205). The Engineering Self-efficacy Scale is combined with open items that are thematically analysed. The results suggest that the sources drawn on to form engineering self-efficacy change over the course of a degree. Enactive experiences are highly valued by participants and these are centred on applied modules with design and manufacture elements. Professional placement experiences are reported as the main source of later-stage self-efficacy development for student engineers and are similarly valued due to their provision of enactive mastery experiences. The factor structure of the survey instrument is evaluated for use within the current context and suggestions for future research, practitioner considerations for strategy selection, policy development and course design are discussed.