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How Hard Someone Is Willing to Work Is Not Defined by Their Gender : = A Case Study Exploration of the Relationship Between Effort, Gender, Self-Efficacy, and Career Selection in a Rural Secondary School Engineering Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How Hard Someone Is Willing to Work Is Not Defined by Their Gender :/
其他題名:	A Case Study Exploration of the Relationship Between Effort, Gender, Self-Efficacy, and Career Selection in a Rural Secondary School Engineering Program.
作者:	Schrewe, Laine Alison.
面頁冊數:	1 online resource (174 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Engineering. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30317617click for full text (PQDT)
ISBN:	9798379741563

How Hard Someone Is Willing to Work Is Not Defined by Their Gender : = A Case Study Exploration of the Relationship Between Effort, Gender, Self-Efficacy, and Career Selection in a Rural Secondary School Engineering Program.
Schrewe, Laine Alison.

How Hard Someone Is Willing to Work Is Not Defined by Their Gender :A Case Study Exploration of the Relationship Between Effort, Gender, Self-Efficacy, and Career Selection in a Rural Secondary School Engineering Program. - 1 online resource (174 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2023.

Includes bibliographical references

The gender disparity in engineering remains an unresolved problem despite ongoing research aimed at remedying this issue. To better understand students' perspectives related to engineering, this multiple-methods case study investigated the relationship between effort, self-efficacy, gender, and career selection for engineering students in a rural Midwestern secondary school. While many existing motivational and career selection theories suggest a causal relationship to explain why students pursue different careers, this study suggests there are six interconnected factors that continuously impact each other and whether or not a student pursues an engineering career: self-efficacy, effort, interest, expectations for success, task value, and social roles/gender. In addition to this interconnected career selection construct, four additional themes emerged from this study: (1) Men are more confident in their ability to perform well in engineering than women, whose self-efficacy has been shown to be positively impacted by effort and mastery; (2) Gender-career bias exists for students in this context, and men's bias is stronger than that of the women in the study; (3) Women are more willing to put effort toward all elements of challenging engineering tasks than men, whose effort focuses primarily on the elements they find the most interesting; and (4) Men's perceptions of the effort they are willing to exert is inflated relative to observations of actual exerted effort, whereas women's perceptions are better aligned with their observed effort. The study concludes with implications for engineering educators.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379741563Subjects--Topical Terms:

586835
Engineering.
Subjects--Index Terms:

Engineering educationIndex Terms--Genre/Form:

542853
Electronic books.

How Hard Someone Is Willing to Work Is Not Defined by Their Gender : = A Case Study Exploration of the Relationship Between Effort, Gender, Self-Efficacy, and Career Selection in a Rural Secondary School Engineering Program.
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