Campus Units

Industrial and Manufacturing Systems Engineering

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

7-2020

Journal or Book Title

Journal of Mechanical Design

Volume

142

Issue

7

First Page

072003

DOI

10.1115/1.4045300

Abstract

Students in design courses work on projects that are influenced by ambiguity, gender orientation, and domain relatedness. This study investigates the impacts of these factors on student self-efficacy in order to increase retention in engineering disciplines. From a comprehensive literature review and feedback from engineering experts, an instrument is developed to assess student perceptions on tolerance to ambiguity (STA), project gender orientation (PGO), and project domain relatedness (PDR). Statistical analyses are conducted to examine the influence of STA, PGO, and PDR on student self-efficacy and collective efficacy. Results indicate that an increase in the gender orientation of the project decreases student self-efficacy. Furthermore, gender bias of the design project diminishes student tolerance to deal with ambiguous situations. Therefore, instructors should consider choosing more gender-neutral projects or make appropriate adjustments in project descriptions to minimize gender bias.

Comments

This is a manuscript of an article published as Günay, Elif Elcin, Xiuyan Guo, Kathy Lou Jackson, Xinli Wu, and Gül E. Okudan Kremer. "An Investigation on the Effects of Ambiguity, Gender Orientation, and Domain Relatedness of Design Projects on Student Performance." Journal of Mechanical Design 142, no. 7 (2020). Paper No: MD-18-1705. DOI: 10.1115/1.4045300. Posted with permission.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Copyright Owner

ASME

Language

en

File Format

application/pdf

Available for download on Thursday, July 01, 2021

Published Version

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