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 8 Engineering attitudes regression results, race/ethnicity (β, p)

	General Engin. self-efficacy	Tinkering self-efficacy	Eng. design self-efficacy	Eng. academic engagement
Baseline score	0.49***	0.50***	0.23***	0.65***
Enrolled 2019–20 (2018–19 as ref.)	0.12	0.14	0.03	0.03
Race/ethnicity (White/Cauc. as ref.)
API	− 0.68	− 0.91 t	− 1.05 t	0.82
AABHL	− 0.36	1.33	1.38	0.42
Multiracial and/or Other	1.00	1.52*	0.26	0.56
Interactions
API*Baseline	0.09	0.14	0.18	− 0.15
AABHL*Baseline	0.02	− 0.30 t	− 0.28	− 0.08
Multiracial/Other *Baseline	− 0.18	− 0.26*	− 0.06	− 0.04
Intercept	2.94***	2.91***	4.56***	1.88***
R-square	0.34	0.33	0.12	0.27
F	18.74***	18.54***	5.06***	13.34***
DF	8.00	8.00	8.00	8.00
N	304.00	304.00	304.00	304.00