dc.contributor.author | Matta, Cristiane Maria Barra da | |
dc.contributor.author | Scheffer, Daniel Kashiwamura | |
dc.contributor.author | Lebrão, Susana Marraccini Giampietri | |
dc.contributor.author | Fernandes-Martins, Maria do Carmo | |
dc.contributor.author | Madani, Fernando Silveira | |
dc.date.accessioned | 2024-10-11T16:20:23Z | |
dc.date.available | 2024-10-11T16:20:23Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | ASEE Annu. Conf. Expos. Conf. Proc. | |
dc.identifier.issn | 2153-5965 | |
dc.identifier.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172079241&partnerID=40&md5=83ca1522e0a1e40f1aaafdcbe8aa7ef4 | |
dc.identifier.uri | https://repositorio.maua.br/handle/MAUA/654 | |
dc.description.abstract | The beginning of academic life has a significant impact for the student, which can affect both academic performance and dropout. This study aimed to search for relationships between sociodemographic characteristics, dropout, self-efficacy and performance of freshman students in engineering programs, and to test a model to identify school performance predictors, including the five dimensions of self-efficacy in higher education and age. A total of 407 students, mostly male freshmen from a private engineering school located in São Paulo - Brazil, with an average age of 18.5 years old, participated in the study. Sociodemographic Data Questionnaire and Higher Education Self- Efficacy Scale (HESES) were used, including 34 items and five dimensions: Academic Self-efficacy (capacity to learn and apply knowledge), Higher Education Regulation Self-Efficacy (ability to self-regulate one's actions), Social Interaction Self-efficacy (ability to mantain relationship with classmates and professors), Proactive Self-efficacy (ability to enjoy and promote educational opportunities) Academic Management Self-efficacy (ability to get involved and meet deadlines). The mean of 7.5 ± 1.1 of self-efficacy was considered high. It was observed that there is no significant difference between self-efficacy in participants: daytime and nighttime (p = 0.253), female and male (p = 0.056), and enrolled and dropped out (p = 0.084). However, confidence in the ability to learn and demonstrate it, self-regulate actions and proactivity was somewhat reduced compared to self-efficacy in social interactions and academic management. Multiple linear regression analysis showed that the model is significant (p≤0.001) and explains 37.8% of the variance of yield, the greatest weight in explaining achievement is academic self-efficacy (B = 0.63), academic management self-efficacy (B = 0.38), self-efficacy in training regulation (B = -0.31), self-efficacy in proactive actions (B = -0.23), and age (B = -0.09). It is suggested to promote activities that can nurture students' self-efficacy beliefs, so that they can better take full advantage of the course, with a focus on academic success. © American Society for Engineering Education, 2023. | en |
dc.description.sponsorship | IMT | pt_BR |
dc.description.sponsorship | FAPESP | pt_BR |
dc.language | Inglês | pt_BR |
dc.publisher | American Society for Engineering Education | en |
dc.relation.ispartof | ASEE Annual Conference and Exposition, Conference Proceedings | |
dc.relation.haspart | 2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023 | |
dc.rights | Acesso Restrito | |
dc.source | Scopus | en |
dc.subject | higher education | en |
dc.subject | school performance | en |
dc.subject | Self-efficacy | en |
dc.subject | Education computing | en |
dc.subject | Engineering education | en |
dc.subject | Linear regression | en |
dc.subject | Academic managements | en |
dc.subject | Academic self-efficacy | en |
dc.subject | Engineering course | en |
dc.subject | High educations | en |
dc.subject | Learn+ | en |
dc.subject | Performance | en |
dc.subject | School performance | en |
dc.subject | Self efficacy | en |
dc.subject | Social interactions | en |
dc.subject | Socio-demographic characteristics | en |
dc.subject | Students | en |
dc.title | Board 145: Possible Relations between Self-Efficacy, Sociodemographic Characteristics, Dropout and Performance of Freshman Students in Engineering Courses | en |
dc.type | Trabalho apresentado em evento | pt_BR |
dc.description.affiliation | Instituto Mauá de Tecnologia, Brazil | |
dc.description.affiliation | Universidade Metodista de São Paulo, Brazil | |
dc.identifier.scopus | 2-s2.0-85172079241 | pt_BR |