Journal of Engineering Education最新文献_第3页

Arrebatos and institutionalized barriers encountered by low-income Latino/a/x engineering students at Hispanic-Serving Institutions (HSIs) and emerging HSIs 拉美裔服务院校（HSIs）和新兴拉美裔服务院校（HSIs）中低收入拉美裔/a/x 工程学学生遇到的障碍和制度化障碍

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-08-15 DOI: 10.1002/jee.20612

Cristhian Fallas Escobar, Joel Alejandro Mejia, Tess Perez

Background

Latinos/as/xs continue to face many barriers as they pursue engineering degrees, including remedial placement, lack of access to well-funded schools, and high poverty rates. We use the concept of arrebatos to describe the internal reckoning that Latino/a/x engineering students experience through their journeys, particularly focusing on the impact of socioeconomic inequalities.

Purpose

To bring counternarratives in engineering education research focusing on the experiences and lived realities of low-income Latino/a/x engineering students. These counternarratives are an important step in interrogating systemic biases and exclusionary cultures, practices, and policies at HSIs and emerging HSIs and within engineering programs.

Methods

Pláticas were conducted with 22 Latino/a/x engineering undergraduates from four different universities in the US Southwest. These pláticas were coded and analyzed drawing from Anzaldúa's theoretical concept of el arrebato. Special attention was given to participants' arrebatos triggered by their college experiences as low-income individuals.

Results

Analysis indicates that Latino/a/x engineering students' arrebatos arise from events that shake up the foundation of their own identity, including an institutional lack of sociopolitical consciousness. This lack of consciousness becomes evident not only in individuals' attitudes toward these students but also in institutional policies that put them at a further disadvantage.

Conclusions

Findings have implications for engineering programs, particularly at HSIs and emerging HSIs regarding the creation of policies and practices that aim to secure the retention of low-income Latino/a/x engineering students and alleviate the systemic barrier they face by affirming the practice of servingness.

背景拉丁美洲/亚裔/工科学生在攻读工程学学位时仍然面临着许多障碍，包括补习、无法进入资金充足的学校以及贫困率居高不下。我们使用 "arrebatos "这一概念来描述拉美裔/亚裔/工科学生在其求学历程中经历的内心反思，尤其关注社会经济不平等的影响。目的在工程教育研究中引入反叙述，重点关注低收入拉丁裔/a/x 工程专业学生的经历和生活现实。这些反叙述是在高等工科院校、新兴高等工科院校和工科项目中对系统性偏见和排斥性文化、实践和政策进行质询的重要一步。方法对来自美国西南部四所不同大学的 22 名拉丁裔/a/x 工程专业本科生进行了问卷调查。根据 Anzaldúa 的 arrebato 理论概念，对这些 pláticas 进行了编码和分析。对参与者作为低收入者的大学经历所引发的 arrebatos 给予了特别关注。结果分析表明，拉丁裔/a/x 工程专业学生的 arrebatos 源自动摇其自身身份基础的事件，包括制度上缺乏社会政治意识。这种意识的缺乏不仅体现在个人对这些学生的态度上，也体现在使他们处于更加不利地位的机构政策上。结论研究结果对工程学项目具有启示意义，尤其是在高等院校和新兴高等院校，这些项目应制定政策和实践，以确保低收入拉丁裔/a/x 工程学学生的留校率，并通过肯定服务性实践来减轻他们所面临的系统性障碍。

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引用次数: 0

Celebrating outstanding publications and reviewers from the 2023 volume 庆祝 2023 年卷中的优秀出版物和审稿人

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-07-17 DOI: 10.1002/jee.20610

David B. Knight, Joyce B. Main

The Journal of Engineering Education (JEE) publishes outstanding contributions that span a wide variety of topics and methods (Katz et al., 2023). As we laid out in the journal's strategic plan (Main & Knight, 2023), JEE is more than a place to publish papers—it is a vital partner in the global community of stakeholders dedicated to advancing research in engineering education from pre-college contexts to post-graduate professional contexts. We appreciate that authors from around the globe choose to share their work in JEE and keep it a top destination for high-quality engineering education research.

William Elgin Wickenden Award (2023)

All articles in a volume are automatically considered for the award.

Congratulations to Brooke Coley and Katreena Thomas for their article “‘The lab isn't life’: Black engineering graduate students reprioritize values at the intersection of two pandemics,” which was published in the April 2023 issue (https://doi.org/10.1002/jee.20518) (Coley & Thomas, 2023). The article has been selected to receive the 2023 William Elgin Wickenden Award!

Many thanks to Senior Associate Editor Bill Williams and Deputy Editor Adam Carberry for co-chairing the selection process and the Wickenden Award committee members Jiabin Zhu, Stephen Secules, Alex Mejia, Brian McSkimming, and Madeline Polmear. We also appreciate the entire JEE editorial board for participating in this challenging task of identifying one paper to recognize out of an entire volume of excellent research contributions.

JEE Star Reviewers (2023)

Our annual recognition of a few members of the JEE community is always an important activity to highlight some of our outstanding contributions from the past year. We would be remiss, however, not to acknowledge everyone in the community for helping continue to make JEE a top destination globally for sharing engineering education research. All of our authors, reviewers, editorial board members, and readers play critical roles, and we appreciate you.

Farewell from the JEE Editorial Board

We are saying a fond farewell to Assistant Editor Matilde Sánchez-Peña. Matilde has been on the JEE Editorial Board since 2021 and has been a wonderful member of our team. We wish her well in her continued role as a faculty member. It has been a pleasure to work with you, Matilde!

工程教育期刊》（JEE）发表的优秀论文涉及广泛的主题和方法（Katz et al.）正如我们在期刊战略计划（Main & Knight, 2023）中所述，JEE 不仅仅是一个发表论文的地方--它还是全球利益相关者社区中的一个重要合作伙伴，致力于推进从大学预科到研究生专业背景下的工程教育研究。我们感谢来自全球各地的作者选择在 JEE 上分享他们的工作，并使其成为高质量工程教育研究的首选之地。William Elgin Wickenden 奖（2023 年）一卷中的所有文章都会自动被考虑获奖：黑人工程学研究生在两种流行病的交汇处重新确定价值的优先次序》一文发表于 2023 年 4 月刊 (https://doi.org/10.1002/jee.20518) (Coley & Thomas, 2023)。这篇文章已入选 2023 年威廉-埃尔金-威肯登奖！非常感谢高级副主编比尔-威廉姆斯（Bill Williams）和副主编亚当-卡伯里（Adam Carberry）共同主持了评选过程，并感谢威肯登奖委员会成员朱家斌、斯蒂芬-塞库莱斯、亚历克斯-梅吉亚、布莱恩-麦克斯金明和玛德琳-波尔米尔。我们还感谢 JEE 编辑委员会全体成员参与这项具有挑战性的任务，从整卷优秀研究成果中挑选出一篇论文进行表彰。JEE 明星审稿人（2023 年）我们每年都会表彰 JEE 社区的一些成员，这一直是一项重要的活动，以彰显我们在过去一年中的一些杰出贡献。但是，如果我们不对社区中的每一位成员表示感谢，那就太失职了，因为他们帮助 JEE 继续成为全球工程教育研究共享的顶级目的地。我们的所有作者、审稿人、编委会成员和读者都发挥了至关重要的作用，我们非常感谢你们。Matilde 自 2021 年以来一直在 JEE 编辑委员会工作，是我们团队的优秀成员。我们祝愿她在继续担任教师期间一切顺利。很高兴与您共事，Matilde！

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引用次数: 0

(Mis)alignments between postdoctoral and supervisors' perceptions of mentorship competencies in engineering and computer science (博士后和导师对工程学和计算机科学领域导师能力的看法（不）一致

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-07-16 DOI: 10.1002/jee.20611

Matthew Bahnson, Monique Ross, Catherine G. P. Berdanier

Background

Postdoctoral training holds an increasingly important place in preparation for leading academic and research positions. While little empirical research has described postdoctoral training beyond the sciences, across all fields, “misaligned expectations” are often touted as a key source of postdoctoral strife.

Purpose/Hypothesis

This article describes mentorship competency beliefs within engineering and computer science fields, which increasingly engage in postdoctoral training.

Design/Method

An embedded mixed-methods design was used to quantitatively identify mentorship profiles from survey data using latent profile analysis (LPA) from a sample of n = 118 postdoctoral scholars and n = 165 postdoctoral supervisors. Qualitative thematic analysis of interviews with n = 29 postdoctoral scholars and n = 20 postdoctoral supervisors was used to identify meaning in the differences between quantitative profiles. The combination of LPA with thematic analysis enabled the triangulation of distinct postdoctoral mentorship profile definitions.

Results

LPA identified six postdoctoral fellow profiles and four supervisor profiles, which became clearly definable through thematic analysis. Postdoc profiles included Technical Manager, Autonomy Focused Advisor, Stretched Mentor, Well-Rounded Mentor, Exemplar Mentor, and Leader-Mentor, while supervisor profiles included Autonomous Mentor, Reflective Mentor, Research Lab Mentor, and Confident Leader-Mentor. Some of these are aligned, but several are not, giving insight into the phenomenon of “misaligned expectations” in postdoctoral literature.

Conclusions

The mentorship profiles illustrate the misalignment in expectations, which leads to negative mentorship experiences for many postdoctoral scholars.

博士后培训在准备担任学术和研究领导职务的过程中占据着越来越重要的地位。本文描述了工程和计算机科学领域的导师能力信念，这些领域越来越多地参与博士后培训。本文采用嵌入式混合方法设计，利用潜在特征分析（LPA）从 n = 118 名博士后学者和 n = 165 名博士后导师的调查数据中定量识别导师能力特征。对 n = 29 名博士后学者和 n = 20 名博士后导师的访谈进行了定性主题分析，以确定定量特征之间差异的意义。LPA 与专题分析相结合，对不同的博士后导师形象定义进行了三角测量。LPA 确定了六种博士后研究员形象和四种导师形象，通过专题分析，这些形象得到了明确定义。博士后简介包括技术经理人、自主型顾问、伸展型导师、全面型导师、模范型导师和领导型导师，而导师简介包括自主型导师、反思型导师、研究实验室导师和自信型领导型导师。其中一些是一致的，但也有一些是不一致的，这让我们对博士后文献中的 "期望错位 "现象有了深入的了解。

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引用次数: 0

Professorial intentions of engineering PhDs from historically excluded groups: The influence of graduate school experiences 历史上被排斥群体的工程学博士的教授意向：研究生院经历的影响

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-07-09 DOI: 10.1002/jee.20607

Gabriella Coloyan Fleming, Sydni Alexa Cobb, Maura Borrego

Background

In addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure-track faculty have not increased, and the percentage of women remains low.

Purpose

The purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career.

Method

We conducted 20 semi-structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation.

Results

Three key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work–life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school.

Conclusions

The findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work–life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers.

除了多元化师资队伍的好处之外，许多院校还面临着来自学生和管理者的压力，要求增加来自历史上被排斥背景的教师人数。尽管来自这些群体的工程学博士生人数有所增加，但黑人/非裔美国人和西班牙裔/拉丁裔终身教职教师的比例却没有增加，女性的比例也仍然很低。这项研究的目的是要找出研究生院的经历是如何鼓励或阻止来自历史上被排斥群体的博士生追求工程学学术生涯的。我们对工科博士生和应届毕业生进行了 20 次半结构式访谈，其中一半参与者对毕业后从事学术职业感兴趣，另一半不感兴趣。有三个关键因素对参与者从事学术职业的愿望产生了强烈影响：他们与导师的关系、他们对导师工作与生活平衡的看法以及他们对学术文化的看法。参与者将他们在研究生院的经历推断为他们想象中的教师生活。这项研究的结果对于研究生和博士后与导师的关系以及他们对导师工作与生活的平衡和学术文化的看法如何影响未来的教职员工具有重要意义。我们就学生、教师和管理者如何创造一个更具包容性的环境以鼓励历史上被排斥群体的学生考虑学术职业提出了建议。

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引用次数: 0

Through their eyes: Understanding institutional factors that impact the transfer processes of Black engineering students 通过他们的眼睛了解影响黑人工科学生转学过程的制度因素

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-07-08 DOI: 10.1002/jee.20609

Bruk Berhane, Shannon Buenaflor, Eunsil Lee, Jingjing Liu, Gabriel Najera

Background

The potential for broadening participation in engineering among Black undergraduates via transfer pathways is considerable, given their large share of the community college population. By understanding the opportunities and challenges presented within the context of transfer, this potential can be realized.

Purpose/hypothesis

The goal of this study is to explore ways in which Black students who transitioned from a community college to a 4-year engineering program describe the institutional factors affecting their transfer processes.

Design/method

Drawing from a 3-year qualitative research study involving approximately 27 Black engineering transfer students at a large, predominantly White, institution, we present data derived through interviews and focus groups with these undergraduates.

Results

Participants expressed that they benefited from supportive institutional agents who offered engineering transfer-related resources. These included both faculty and advisors in their mostly Minority Serving Community Colleges (MSCCs) as well as advisors from the engineering college at the 4-year institution. In addition, respondents described being part of a number of community college programs, including some for Black collegians, that offered resources for transfer. Nonetheless, some participants shared problems that emerged during the transfer process, including having to self-navigate confusing transfer websites or self-advocate to resolve erroneous admissions decisions.

Conclusions

We suggest a need to elevate MSCCs as learning environments that can produce future Black engineers. We also recommend a systems-level approach that brings together community colleges and 4-year institutions while also accounting for issues related to resources as well as power dynamics that students may encounter.

鉴于黑人本科生在社区大学人口中所占的比例很大，通过转学途径扩大黑人本科生参与工程学学习的潜力是相当大的。本研究旨在探讨从社区学院转入四年制工科专业的黑人学生如何描述影响他们转学过程的机构因素。我们从一项为期三年的定性研究中汲取了数据，这些数据来自于对这些本科生的访谈和焦点小组。受访者表示，他们受益于提供工程学转学相关资源的支持性机构代理，其中包括他们所在的少数民族服务社区学院（MSCCs）的教师和顾问，以及四年制院校工程学院的顾问。此外，受访者还介绍了他们参与的一些社区学院项目，包括一些为黑人大学生提供转学资源的项目。然而，一些受访者分享了在转学过程中出现的问题，包括不得不自行浏览令人困惑的转学网站，或自我辩护以解决错误的录取决定。我们还建议采取一种系统层面的方法，将社区学院和四年制院校结合起来，同时还要考虑到学生可能遇到的与资源和权力动态相关的问题。

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引用次数: 0

An exploration of psychological safety and conflict in first-year engineering student teams 一年级工科学生团队的心理安全与冲突探索

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-06-28 DOI: 10.1002/jee.20608

Mark Vincent Huerta, Susan Sajadi, Lisa Schibelius, Olivia Jane Ryan, Marin Fisher

Background

Developing teamwork skills is a central objective of engineering education. Psychological safety and conflict management are pivotal components of teamwork, yet despite their significance, research in engineering project-based learning (PBL) contexts is scant. Understanding students' experiences with psychological safety and its interaction with conflict is crucial to inform PBL pedagogy.

Purpose

This study delves into first-year engineering students' experiences of psychological safety and conflict, including their evolution in a PBL course.

Methods

Throughout the semester, we collected data from 82 students via written reflections and focus groups. Employing a thematic analysis underpinned by the team conflict dynamics model, we characterized students' experiences with psychological safety and conflict.

Findings

At the semester's outset, psychological safety was notably lacking. Students often hesitated to share ideas due to apprehensions about peer reactions and fears of negative judgments. As the semester advanced, consistent positive affirmations nurtured psychological safety, increasing students' confidence and readiness to discuss ideas openly and engage in healthy task conflict. Notably, process conflicts arising from absenteeism, poor communication, and procrastination were prevalent across teams. When unresolved, these conflicts eroded psychological safety, intensifying stress, exacerbating frustrations, and provoking relationship conflict.

Conclusions

Our study underscores the intertwined nature of psychological safety and conflict in shaping the first-year design experience in student teams. We urge faculty to recognize their pivotal role in fostering an inclusive culture and highlight pedagogical strategies that can bolster psychological safety at the onset, encourage healthy task conflict, and monitor unhealthy process and relationship conflicts.

背景培养团队合作技能是工程学教育的核心目标。心理安全和冲突管理是团队合作的重要组成部分，然而，尽管它们非常重要，在基于项目的工程学习（PBL）背景下的研究却很少。了解学生在心理安全方面的经验及其与冲突之间的相互作用，对于指导基于项目的学习（PBL）教学法至关重要。目的本研究深入探讨工程专业一年级学生的心理安全和冲突体验，包括它们在 PBL 课程中的演变。方法在整个学期中，我们通过书面反思和焦点小组收集了 82 名学生的数据。在团队冲突动力学模型的基础上，我们采用了主题分析法，描述了学生的心理安全和冲突体验。研究结果本学期伊始，心理安全感明显不足。由于担心同伴的反应和负面评价，学生在分享想法时常常犹豫不决。随着学期的推进，持续的积极肯定培养了学生的心理安全感，增强了他们的信心，使他们更愿意公开讨论想法，参与健康的任务冲突。值得注意的是，因旷课、沟通不畅和拖延而产生的过程冲突在各个团队中普遍存在。这些冲突一旦得不到解决，就会侵蚀心理安全，加剧压力，加剧挫折感，引发关系冲突。结论我们的研究强调了心理安全和冲突在塑造学生团队一年级设计体验中的相互交织性质。我们敦促教师认识到他们在培养包容性文化中的关键作用，并强调教学策略，这些策略可以在一开始就加强心理安全，鼓励健康的任务冲突，并监控不健康的过程和关系冲突。

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引用次数: 0

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams 卡拉脾气暴躁吗？分析同伴评价，探讨工程学学生团队中的微小诽谤和其他边缘化行为

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-06-18 DOI: 10.1002/jee.20606

Darryl A. Dickerson, Stephanie Masta, Matthew W. Ohland, Alice L. Pawley

Background

Teamwork has become a central element of engineering education. However, the race- and gender-based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession.

Purpose

While there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs.

Method

We used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis.

Results

Results show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments.

Conclusion

Both peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near-real-time mechanism to interrupt marginalization within engineering teams.

背景团队合作已成为工程学教育的核心要素。然而，社会中普遍存在的基于种族和性别的边缘化现象在工程学学生团队中也很普遍。这些有问题的动态限制了学习机会，孤立了历史上被边缘化的学生，最终使学生远离工程学，进一步加剧了该专业的人口不平衡。目的虽然有一些策略可以改善边缘化学生在团队中的经历，但很少有工具可以在边缘化行为发生时发现它们。这项工作的目的是研究如何利用作为工程学课程正常组成部分收集的同学评价作为了解团队动态的窗口，以揭示正在发生的边缘化现象。方法我们使用了一门大型工程学课程一个学期的同行评价数据，在这门课程中，团队项目是中心作业，同行评价在课程中进行了四次。我们设计了一种算法来识别可能发生边缘化的团队。然后，我们使用社会语言学分析方法进行了定性分析。结果结果表明，该算法有助于识别出现边缘化现象的团队。对四个说明性案例的定性分析显示了边缘化的隐蔽出现和演变，提供了隐藏在同伴评价语言中的边缘化指标的有力证据。基于更广泛的数据集，我们对同行评价中出现的语言边缘化现象进行了分类（八个类别）。结论同行评价得分和同行评价中使用的语言都能揭示团队中的不公平现象，并可作为一种近乎实时的机制来阻断工程团队中的边缘化现象。

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引用次数: 0

Sources contributing to engineering students' academic well-being: An exploration using the Q methodology 工科学生学业幸福感的来源：使用 Q 方法进行的探索

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-06-03 DOI: 10.1002/jee.20605

Juebei Chen, Xiangyun Du, Aida Guerra, Filipe Miguel Faria da Silva, Youmen Chaaban

Background

Recent literature has identified students' academic well-being as an indicator of their persistence in their current study and competence development. While prior literature has focused on measuring students' academic well-being from psychological and mental health perspectives, limited studies have explored the ways in which the learning environment provides diverse sources (e.g., supervision and peer support) to support students' academic well-being.

Purpose

This study aims to explore sources that foster students' academic well-being from the perspective of two different student groups, namely first-year engineering students and senior engineering students, in a PBL (project-based learning) environment.

Method

The Q methodology was applied, connecting both qualitative and quantitative research characteristics. Two student groups, including 23 first-year engineering students and 19 senior engineering students, participated in this study to illustrate various viewpoints of different student groups and offer prospects for analyzing data from a new comparative angle via second-order factor analysis.

Results

In the first-year engineering student group, three viewpoints were identified, namely the emphasis on enjoyment through study–life balance, personal values and aspirations, and academic agency. The senior engineering student group focused on internal sources related to professional development, including two viewpoints pertaining to their goal-oriented academic development and enactment of agency through self-management. Practical suggestions are proposed to optimize engineering curriculum design to better support students' academic well-being.

最近有文献指出，学生的学业幸福感是他们坚持当前学习和能力发展的一个指标。本研究旨在从两个不同的学生群体，即工科一年级学生和工科高年级学生的视角，探讨在 PBL（基于项目的学习）环境中促进学生学业幸福感的来源。本研究采用了 Q 方法，结合了定性和定量研究的特点。两个学生群体，包括 23 名工程学一年级学生和 19 名工程学高年级学生参与了本研究，以说明不同学生群体的各种观点，并为通过二阶因子分析从新的比较角度分析数据提供了前景。高年级工科学生群体关注与专业发展相关的内部来源，包括与他们以目标为导向的学术发展和通过自我管理实现代理有关的两个观点。为优化工程学课程设计以更好地支持学生的学业福祉提出了切实可行的建议。

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引用次数: 0

Emotions in engineering education: A configurative meta-synthesis systematic review 工程学教育中的情感：配置元综合系统综述

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-05-15 DOI: 10.1002/jee.20600

Johanna Lönngren, Alberto Bellocchi, Maria Berge, Pia Bøgelund, Inês Direito, James L. Huff, Khairiyah Mohd-Yusof, Homero Murzi, Nor Farahwahidah Abdul Rahman, Roland Tormey

Background

The study of emotions in engineering education (EEE) has increased in recent years, but this emerging, multidisciplinary body of research is dispersed and not well consolidated. This paper reports on the first systematic review of EEE research and scholarship.

Purpose

The review aimed to critically assess how researchers and scholars in engineering education have conceptualized emotions and how those conceptualizations have been used to frame and conduct EEE research and scholarship.

Scope/Method

The systematic review followed the procedures of a configurative meta-synthesis, mapping emotion theories and concepts, research purposes and methods, and citation patterns in the EEE literature. The review proceeded through five stages: (i) scoping and database searching; (ii) abstract screening, full text sifting, and full text review; (iii) pearling; (iv) scoping review, and (v) in-depth analysis for the meta-synthesis review. Two hundred and thirteen publications were included in the final analysis.

Results

The results show that the EEE literature has not extensively engaged with the wide range of conceptualizations of emotion available in the educational, psychological, and sociological literature. Further, the focus on emotion often seems to have been unintentional and of secondary importance in studies whose primary goals were to study other phenomena.

Conclusions

More research adopting intentional, theorized approaches to emotions will be crucial in further developing the field. To do justice to complex emotional phenomena in teaching and learning, future EEE research will also need to engage a broader range of conceptualizations of emotion and research methods, drawing on diverse disciplinary traditions.

近年来，对工程教育（EEE）中情感的研究日益增多，但这一新兴的、多学科的研究体系较为分散，没有得到很好的整合。本文报告了对工程教育研究和学术研究的首次系统性综述。综述旨在批判性地评估工程教育研究人员和学者是如何将情感概念化的，以及这些概念化是如何被用来构建和开展工程教育研究和学术研究的。系统性综述遵循了配置元综合的程序，映射了工程教育文献中的情感理论和概念、研究目的和方法以及引用模式。综述分为五个阶段：(i) 范围界定和数据库检索；(ii) 摘要筛选、全文筛选和全文综述；(iii) 珍珠筛选；(iv) 范围界定综述；(v) 元综合综述的深入分析。结果表明，情感教育与培训文献并未广泛涉及教育学、心理学和社会学文献中关于情感的各种概念。此外，在以研究其他现象为主要目标的研究中，对情感的关注似乎往往是无意的，而且是次要的。为了公正地对待教学中复杂的情感现象，未来的情感教育研究还需要借鉴不同的学科传统，采用更广泛的情感概念和研究方法。

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引用次数: 0

Belonging in engineering: Exploring the predictive relevance of social interaction and individual factors on undergraduate students' belonging in engineering 工程学中的归属感：探索社会互动和个人因素对本科生工程学归属感的预测作用

IF 3.9 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2024-05-10 DOI: 10.1002/jee.20599

Madeline Polmear, Nathaniel J. Hunsu, Denise R. Simmons, Olanrewaju P. Olaogun, Laura Lu

Background

Belonging in their academic discipline affects students' participation and retention in engineering. While prior studies have conceptualized belonging as a predictor of outcomes, this study examines belonging as an outcome that depends on interpersonal and intrapersonal variables.

Purpose

This quantitative study tested a conceptual model of academic belonging for undergraduate engineering students that hypothesized how intrapersonal and interpersonal variables predict belonging in engineering. The model proposed that engineering students' satisfaction with and valuing of their academic discipline mediate these predictors' effects on belonging.

Design/Methods

This study sampled undergraduate engineering students (n = 849) across six universities and used structural equation modeling to examine the direct and indirect effects of four exogenous variables (achievement striving, grit, peer interaction, faculty interaction) on one endogenous variable (academic belonging). The model included satisfaction with and valuing of their academic discipline as mediator variables.

Results

The direct effects of peer interaction, faculty interaction, as well as passion and perseverance (sub-constructs of grit) on academic belonging were significant. The direct effects of achievement striving on predicting academic belonging were not significant. Satisfaction mediated the effects of the predictors on students' sense of belonging in engineering.

Conclusions

Peer interaction was the most robust contributor to belonging, while faculty interaction and the value that students ascribe to their academic discipline predicted their sense of belonging in engineering. This work provides a novel model of belonging in engineering and its interpersonal and intrapersonal antecedents with educational, policy, and research implications to improve engineering students' belonging within their academic discipline.

学科归属感会影响学生对工程学的参与和保留。这项定量研究检验了一个针对本科工科学生的学术归属感概念模型，该模型假设了人内和人际变量如何预测工科学生的归属感。该模型提出，工科学生对其学科的满意度和重视程度会调节这些预测因素对归属感的影响。该研究在六所大学中抽取了工科学生（n = 849），并使用结构方程模型来检验四个外生变量（成就努力、勇气、同伴互动、教师互动）对一个内生变量（学术归属感）的直接和间接影响。该模型将对学科的满意度和重视程度作为中介变量。同伴互动、教师互动以及激情和毅力（勇气的子结构）对学业归属感的直接影响是显著的。努力取得成就对学业归属感的直接影响不显著。同学间的互动对归属感的贡献最大，而教师间的互动和学生对学科的价值则预测了他们对工程学的归属感。这项研究提供了一个新颖的工科归属感模型及其人际和人内前因，对改善工科学生的学科归属感具有教育、政策和研究意义。

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引用次数: 0