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dc.contributor.authorMatta, Cristiane Maria Barra da
dc.contributor.authorScheffer, Daniel Kashiwamura
dc.contributor.authorLebrão, Susana Marraccini Giampietri
dc.contributor.authorFernandes-Martins, Maria do Carmo
dc.contributor.authorMadani, Fernando Silveira
dc.date.accessioned2024-10-11T16:20:23Z
dc.date.available2024-10-11T16:20:23Z
dc.date.issued2023
dc.identifier.citationASEE Annu. Conf. Expos. Conf. Proc.
dc.identifier.issn2153-5965
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85172079241&partnerID=40&md5=83ca1522e0a1e40f1aaafdcbe8aa7ef4
dc.identifier.urihttps://repositorio.maua.br/handle/MAUA/654
dc.description.abstractThe 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.sponsorshipIMTpt_BR
dc.description.sponsorshipFAPESPpt_BR
dc.languageInglêspt_BR
dc.publisherAmerican Society for Engineering Educationen
dc.relation.ispartofASEE Annual Conference and Exposition, Conference Proceedings
dc.relation.haspart2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023
dc.rightsAcesso Restrito
dc.sourceScopusen
dc.subjecthigher educationen
dc.subjectschool performanceen
dc.subjectSelf-efficacyen
dc.subjectEducation computingen
dc.subjectEngineering educationen
dc.subjectLinear regressionen
dc.subjectAcademic managementsen
dc.subjectAcademic self-efficacyen
dc.subjectEngineering courseen
dc.subjectHigh educationsen
dc.subjectLearn+en
dc.subjectPerformanceen
dc.subjectSchool performanceen
dc.subjectSelf efficacyen
dc.subjectSocial interactionsen
dc.subjectSocio-demographic characteristicsen
dc.subjectStudentsen
dc.titleBoard 145: Possible Relations between Self-Efficacy, Sociodemographic Characteristics, Dropout and Performance of Freshman Students in Engineering Coursesen
dc.typeTrabalho apresentado em eventopt_BR
dc.description.affiliationInstituto Mauá de Tecnologia, Brazil
dc.description.affiliationUniversidade Metodista de São Paulo, Brazil
dc.identifier.scopus2-s2.0-85172079241pt_BR


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