Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Madeline Polmear, Nathaniel J. Hunsu, Denise R. Simmons, Olanrewaju P. Olaogun, Laura Lu
{"title":"Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering","authors":"Madeline Polmear,&nbsp;Nathaniel J. Hunsu,&nbsp;Denise R. Simmons,&nbsp;Olanrewaju P. Olaogun,&nbsp;Laura Lu","doi":"10.1002/jee.20599","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Belonging in their academic discipline affects students' participation and retention in engineering. While prior studies have conceptualized belonging as a predictor of outcomes, this study examines belonging as an outcome that depends on interpersonal and intrapersonal variables.</p>\n </section>\n \n <section>\n \n <h3> Purpose</h3>\n \n <p>This quantitative study tested a conceptual model of academic belonging for undergraduate engineering students that hypothesized how intrapersonal and interpersonal variables predict belonging in engineering. The model proposed that engineering students' satisfaction with and valuing of their academic discipline mediate these predictors' effects on belonging.</p>\n </section>\n \n <section>\n \n <h3> Design/Methods</h3>\n \n <p>This study sampled undergraduate engineering students (<i>n</i> = 849) across six universities and used structural equation modeling to examine the direct and indirect effects of four exogenous variables (achievement striving, grit, peer interaction, faculty interaction) on one endogenous variable (academic belonging). The model included satisfaction with and valuing of their academic discipline as mediator variables.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The direct effects of peer interaction, faculty interaction, as well as passion and perseverance (sub-constructs of grit) on academic belonging were significant. The direct effects of achievement striving on predicting academic belonging were not significant. Satisfaction mediated the effects of the predictors on students' sense of belonging in engineering.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Peer interaction was the most robust contributor to belonging, while faculty interaction and the value that students ascribe to their academic discipline predicted their sense of belonging in engineering. This work provides a novel model of belonging in engineering and its interpersonal and intrapersonal antecedents with educational, policy, and research implications to improve engineering students' belonging within their academic discipline.</p>\n </section>\n </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20599","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Engineering Education","FirstCategoryId":"5","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jee.20599","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Background

Belonging in their academic discipline affects students' participation and retention in engineering. While prior studies have conceptualized belonging as a predictor of outcomes, this study examines belonging as an outcome that depends on interpersonal and intrapersonal variables.

Purpose

This quantitative study tested a conceptual model of academic belonging for undergraduate engineering students that hypothesized how intrapersonal and interpersonal variables predict belonging in engineering. The model proposed that engineering students' satisfaction with and valuing of their academic discipline mediate these predictors' effects on belonging.

Design/Methods

This study sampled undergraduate engineering students (n = 849) across six universities and used structural equation modeling to examine the direct and indirect effects of four exogenous variables (achievement striving, grit, peer interaction, faculty interaction) on one endogenous variable (academic belonging). The model included satisfaction with and valuing of their academic discipline as mediator variables.

Results

The direct effects of peer interaction, faculty interaction, as well as passion and perseverance (sub-constructs of grit) on academic belonging were significant. The direct effects of achievement striving on predicting academic belonging were not significant. Satisfaction mediated the effects of the predictors on students' sense of belonging in engineering.

Conclusions

Peer interaction was the most robust contributor to belonging, while faculty interaction and the value that students ascribe to their academic discipline predicted their sense of belonging in engineering. This work provides a novel model of belonging in engineering and its interpersonal and intrapersonal antecedents with educational, policy, and research implications to improve engineering students' belonging within their academic discipline.

Abstract Image

工程学中的归属感:探索社会互动和个人因素对本科生工程学归属感的预测作用
学科归属感会影响学生对工程学的参与和保留。这项定量研究检验了一个针对本科工科学生的学术归属感概念模型,该模型假设了人内和人际变量如何预测工科学生的归属感。该模型提出,工科学生对其学科的满意度和重视程度会调节这些预测因素对归属感的影响。该研究在六所大学中抽取了工科学生(n = 849),并使用结构方程模型来检验四个外生变量(成就努力、勇气、同伴互动、教师互动)对一个内生变量(学术归属感)的直接和间接影响。该模型将对学科的满意度和重视程度作为中介变量。同伴互动、教师互动以及激情和毅力(勇气的子结构)对学业归属感的直接影响是显著的。努力取得成就对学业归属感的直接影响不显著。同学间的互动对归属感的贡献最大,而教师间的互动和学生对学科的价值则预测了他们对工程学的归属感。这项研究提供了一个新颖的工科归属感模型及其人际和人内前因,对改善工科学生的学科归属感具有教育、政策和研究意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信