校园环境和人格特质对工科大学生学业成绩和心理健康的影响：工科自我效能感的中介作用

IF 2.1 2区工程技术 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

IEEE Transactions on Education Pub Date : 2024-12-12 DOI:10.1109/TE.2024.3510552

Moneeza Baig;Yasir Ahmad;Asjad Shahzad;Afshan Naseem

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引用次数: 0

摘要

贡献：本研究探讨了校园环境、人格特质、工程自我效能感、学业成绩和工科本科生心理健康之间的直接关系，以及以工程自我效能感为中介的间接关系，这在发展中国家尚未有相关研究。本研究结果可指导决策者在考虑这些因素的同时改善工程教育。背景：工程教育在提高工程师素质方面起着重要作用。人格特质、校园环境和工程自我效能感可能影响工程本科生的学业成绩和心理健康。这些维度之间存在间接关系，工程自我效能感作为中介。研究问题：1)校园环境、人格特质和工程自我效能感是否显著影响工程本科生的学业成绩？2)校园环境、人格特质和工程自我效能感是否显著影响工程本科生的心理健康？3)工程自我效能感是否在校园环境、人格特质、学业成绩和心理健康之间起到间接中介作用？方法：研究对象为1005名来自巴基斯坦16所大学的工科本科生。采用结构方程模型（SEM）评估人格特质、校园环境、工程自我效能、学业成绩和心理健康之间的假设关系。研究发现：人格特质和工程自我效能感对学业成绩有显著影响。校园环境不影响学习成绩。校园环境、人格特质和工程自我效能感对心理健康有显著影响。校园环境和人格特质对工程自我效能感有显著影响。工程自我效能在被研究变量之间的关系中起中介作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Impact of Campus Environment and Personality Traits on the Academic Performance and Psychological Well-Being of Engineering Undergraduates: The Mediating Role of Engineering Self-Efficacy

Contribution: This study explores the direct relationships between campus environment, personality traits, engineering self-efficacy, academic performance, and psychological well-being of engineering undergraduates, and the indirect relationships between them with engineering self-efficacy as mediator which had not been studied previously in a developing country context. The findings of this research guide policy makers to improve engineering education while considering these factors. Background: Engineering education plays a significant role in enhancing the quality of engineers. Personality traits, campus environment, and engineering self-efficacy could potentially impact the academic performance and psychological well-being of engineering undergraduates. An indirect relationship exists between these dimensions with engineering self-efficacy acting as a mediator. Research Questions: 1) Do campus environment, personality traits, and engineering self-efficacy significantly impact the academic performance of engineering undergraduates? 2) Do campus environment, personality traits, and engineering self-efficacy significantly impact the psychological well-being of engineering undergraduates? and 3) Does engineering self-efficacy mediate the indirect relationships between campus environment, personality traits, academic performance, and psychological well-being of engineering undergraduates? Methodology: The research participants were 1005 engineering undergraduates from 16 universities of Pakistan. Structural equation modeling (SEM) was used to assess the hypothesized relationships between personality traits, campus environment, engineering self-efficacy, academic performance, and psychological well-being. Findings: Personality traits and engineering self-efficacy significantly impact academic performance. Campus environment does not impact academic performance. Campus environment, personality traits, and engineering self-efficacy significantly impact psychological well-being. Campus environment and personality traits significantly impact engineering self-efficacy. Engineering self-efficacy mediates the relationship between the variables being studied.

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来源期刊

IEEE Transactions on Education 工程技术-工程：电子与电气

CiteScore

5.80

自引率

7.70%

发文量

审稿时长

1 months

期刊介绍： The IEEE Transactions on Education (ToE) publishes significant and original scholarly contributions to education in electrical and electronics engineering, computer engineering, computer science, and other fields within the scope of interest of IEEE. Contributions must address discovery, integration, and/or application of knowledge in education in these fields. Articles must support contributions and assertions with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence is collected, analyzed, and interpreted. While characteristics of compelling evidence cannot be described to address every conceivable situation, generally assessment of the work being reported must go beyond student self-report and attitudinal data.