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Understanding the direct and indirect relationships among freshman engineering student attributes and outcomes can provide a foundation for continuous improvement in first-year engineering education. Therefore, the goal of this research has been to begin measuring relevant student attributes that will allow assessment tools of the future to monitor relative change in first-year engineering educational...
This work-in-progress presents results of an on-going investigation to understand the extent to which first-year engineering students' noncognitive self-beliefs are related to success following the freshman year. For this research, students' scores across nine measures (academic self-efficacy, academic motivation, leadership, metacognition, major indecision, learner type (deep vs. surface), teamwork,...
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