Table 2 Adjusted items for engineering identity

Interest

I am interested in learning more about engineering

Godwin (2016)

I enjoy learning engineering

I find fulfillment in doing engineering

I like doing engineering

Choe and Borrego (2020)

I feel good when I am doing engineering

I think engineering is fun

I think engineering is interesting

Performance/competence

I am confident that I can understand engineering in class

Godwin (2016)

I am confident that I can understand engineering outside of class

Creating prototypes to test an idea

Choe and Borrego (2020)

Designing a system, a part/component of a system, or a process based on realistic constraints

Building and testing systems to learn more about how they work

Designing and conducting experiments to test a research idea

Improving a design to make it more efficient (faster, better, cheaper)

Identifying technical solutions that are as simple as possible

Recognition

My advisor sees me as an engineer

Choe and Borrego (2019)

My advisor expects me to continue my career as an engineer

Choe and Borrego (2019); Choe and Borrego (2020)

Other students in my program see me as an engineer

My friends see me as an engineer

My family sees me as an engineer

My peers see me as an engineer

Engineering identity

I consider myself an engineer

Choe and Borrego (2019); Choe et al. (2017)

I am proud to be an engineer

Being an engineer is an important reflection of who I am

I feel strong ties to other engineers in my discipline