Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

International Journal of STEM Education

Table 14 Engineering attitude regression results, race/ethnicity*gender interactions (β, p)

	General engin. self-efficacy	Tinkering self-efficacy	Eng. design self-efficacy	Eng. academic engagement
Baseline score	0.50***	0.47***	0.27***	0.59***
Enrolled 2019–20 (2018–19 as ref.)	0.11	0.13	0.03	0.00
Male (female as ref.)	0.05	0.27t	− 0.03	0.32 t
Race/ethnicity (White/Cauc. as ref.)
API	− 0.19	0.05	− 0.02	0.21
AABHL	0.04	0.21	0.35	0.55
Multiracial and/or Other	0.25	0.38t	− 0.08	0.71*
Interactions
Male*API	− 0.03	− 0.36	− 0.27	− 0.36
Male*AABHL	− 0.48	− 0.49	− 0.82*	− 1.00 t
Male*Multiracial/Other	− 0.34	− 0.09	0.03	− 0.72 t
Intercept	2.84***	2.87***	4.41***	2.07***
R-square	0.34	0.32	0.13	0.28
F	16.53***	15.15***	5.01***	12.61***
DF	9.00	9.00	9.00	9.00
N	304.00	304.00	304.00	304.00