Variance in Engineering Identity in Master's Degree-Seeking Engineering Students

被引：0
|
作者：
Bahnson, Matthew [1 ]
Perkins, Heather [1 ]
Satterfield, Derrick [2 ]
Parker, Mackenzie [2 ]
Tsugawa, Marissa [2 ]
Kim, Adam [2 ]
Cass, Cheryl [3 ]
机构：
[1] North Carolina State Univ, Dept Psychol, Raleigh, NC 27695 USA
[2] Univ Nevada, Engn Educ, Reno, NV 89557 USA
[3] North Carolina State Univ, Mat Sci & Engn, Raleigh, NC 27695 USA
来源：
2019 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2019) | 2019年
基金：
美国国家科学基金会;
关键词：
Engineering Identity; Master's Degree; Multilevel Modeling;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The research reported here explores the variance in engineering master's degree seeking students' graduate engineering identity (GEI) as it relates to key factors such as advisor relationships, a thesis project, a paid research assistantship, belonging to a lab, and previous research experiences. This is part of a larger study exploring engineering graduate student (EGS) experiences through motivation and identity frameworks to elucidate why some students persist in the engineering discipline. GEI includes three identity domains of engineer, researcher, and scientist with each containing sub-constructs of performance/competence, recognition, and interest. Utilizing multilevel modeling, variance between individuals and universities is found in the scientist/recognition identity domain/sub-construct for master's degree-seeking students. Advisor relationship and research experience explain significant portions of the variance for both individuals and universities. Implications for engineering graduate programs, faculty and universities are presented.
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收藏
页数：7
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