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Table 6 Survey variables by item

From: Engineering students’ attitudinal beliefs by gender and student division: a methodological comparison of changes over time

Factor Question stem Range Items
Attainment value Please answer the following questions about engineering. 1–5 Compared to other activities, how important is it for you to be good at engineering?
For me, being good in engineering is important.
Utility value Please answer the following questions about engineering. 1–5 In general, how useful is what you learn in engineering?
Self-efficacy To what extent do you disagree or agree with the following statement? 1–5 I am confident that I can understand engineering outside of class.
I can overcome setbacks in engineering.
I am confident that I can understand engineering in class.
I can understand concepts I have studied in engineering.
I can do well on exams in engineering.
Interest To what extent do you disagree or agree with the following statement? 1–5 I am interested in learning more about engineering.
I enjoy learning engineering.
Identity Please describe your relationship with engineering by using the following diagrams. 1–8 Which diagram best describes the level of overlap between your own identity and the identity of an engineer?
To what extent does your own sense of who you are (i.e., your personal identity) overlap with your sense of what an engineer is (i.e., the identity of an engineer)?