Theses and Dissertations

Advisor

Strawderman, Lesley

Committee Member

Burch, Reuben

Committee Member

Johnson, Jenna

Committee Member

Smith, Brian

Date of Degree

5-15-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Industrial & Systems Engineering

Degree Name

Doctor of Philosophy (Ph.D.)

College

James Worth Bagley College of Engineering

Department

Department of Industrial and Systems Engineering

Abstract

This dissertation examined the relationship between participation in Engineering Learning Experiences (ELEs) and engineering self-efficacy, with particular attention to differences among ELE types (internships, cooperative education, and undergraduate research) and delivery modalities (in-person versus hybrid/virtual). Grounded in social cognitive theory, this study sought to better understand how work-related experiential formats influence students’ confidence in their ability to succeed in engineering tasks and professional contexts. As engineering programs and industry increasingly adopt flexible and technology-mediated environments, examining how these experiences shape beliefs about engineering capability is both timely and necessary. Using a mixed-methods approach, quantitative analyses compared self-efficacy outcomes across students who participated in ELEs and those who did not, as well as across ELE types and modalities. Engineering self-efficacy was measured across multiple constructs, including general engineering confidence (GEN), ABET-aligned outcomes (ABET), and domain-specific skills (SKILLS-Experimental, SKILLS-Design, and SKILLS-Tinkering). Qualitative interviews further explored how students interpreted their experiences and how contextual factors contributed to self-efficacy development. Findings indicate that participation in ELEs is meaningfully associated with engineering self-efficacy, particularly within hands-on and design-oriented domains. Cooperative education and undergraduate research experiences demonstrated stronger impacts on self-efficacy than internships alone. Gains were most pronounced in SKILLS-Experimental, SKILLS-Design, and SKILLS-Tinkering constructs, while differences in GEN and ABET self-efficacy between ELE and non-ELE participants were not statistically significant overall. Regarding modality, differences between in-person and hybrid/virtual ELEs were minimal. In-person, hybrid, and virtual formats all supported self-efficacy development and indicate that engineering self-efficacy can be impacted regardless of modality. Qualitative findings reinforced Bandura’s four sources of self-efficacy (mastery experiences, vicarious learning, verbal and social persuasion, and physiological states) as central mechanisms across all ELE types and modalities. Work environment, task alignment, and mentorship emerged as critical contextual factors shaping developmental outcomes. Collectively, the results underscore the importance of intentionally designed experiential learning opportunities in cultivating robust engineering self-efficacy and supporting students’ persistence and professional growth in engineering.

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