Spelling suggestions: "subject:"entent to persist"" "subject:"tentent to persist""
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Factors Influencing the Intent to Persist in Higher Education of Participants in U.S. Army Reserve Officer Training Corps (ROTC) ProgramsJohnston, Susan M. 30 August 2010 (has links)
No description available.
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An Exploration of the Role of Perceived Instructor Cultural Intelligence, Students' Feelings of Validation, and Sense of Belonging on Students' Intent to PersistLechman, Kathleen M. 20 May 2015 (has links)
No description available.
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MEASURING UNDERGRADUATE STUDENTS’ ENGINEERING SELF-EFFICACY: A SCALE VALIDATION STUDYMamaril, Natasha Johanna A 01 January 2014 (has links)
The purpose of this study was to develop and evaluate engineering self-efficacy measures for undergraduate students (N = 321) and to examine whether students' engineering self-efficacy differed by gender, year level, and major. The relationships between engineering self-efficacy and academic achievement and intent to persist in engineering were also investigated. Data from engineering students from two southeastern universities were collected in spring 2013. Exploratory factor analyses resulted in a unidimensional general engineering self-efficacy scale and a three-factor (i.e., research skills, tinkering skills, and engineering design) engineering skills self-efficacy scale. Multivariate analyses of variance revealed that self-efficacy did not differ by gender or year level. Students in different engineering sub disciplines reported different levels of tinkering self-efficacy. Multiple regression analysis showed that engineering self-efficacy measures predicted academic achievement outcomes but not intent to persist in engineering. Engineering self-efficacy significantly contributed to the prediction of achievement after controlling for prior achievement.
Research funded by the National Science Foundation, EEC Award No.1240328.
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