2026 ASEE Annual Conference & Exposition

The Influence of Self-Efficacy on Performance in different Electrical Engineering Learning Environments

Presented at Electrical and Computer Engineering Division (ECE) Poster Session

Engineering education recognizes that student success depends not only on technical mastery but also on psychological factors that influence motivation and persistence [1]. Among these, self-efficacy is a key determinant of performance in engineering programs. However, research examining how these constructs interact across diverse learning environments (e.g., Lecture-Based Classrooms (LBC) and Project-Based Learning (PBL) courses) and how they shape student outcomes in Electrical Engineering (EE) core courses is needed. This study addresses that need by investigating how students’ self-efficacy develops and influences their perceived learning outcomes within distinct educational contexts. The courses considered for this study are Signals and Systems, an LBC course that emphasizes the mathematical foundations of signal representation and system behavior, and Computational Tools, a PBL MATLAB-based course where students apply programming to design and analyze signal-processing systems. This study is part of a larger research effort within the department’s ongoing National Science Foundation Revolutionizing Engineering Departments (RED) award, involving undergraduate researchers in participatory action research. The first author of this study is an undergraduate researcher and a student in the courses under investigation.

Grounded in Bandura’s Social Cognitive Theory [2], this research conceptualizes learning as both a cognitive and self-developmental process shaped by confidence, fulfillment, and contextual support. The central research question asks: How does self-efficacy affect engineering students’ performance, motivation, and persistence across different learning environments? Sub-questions explore how instructional environments (lecture-based, project-based, and experiential) affect self-efficacy development in EE, and how factors such as gender, ethnicity, and institutional support moderate these relationships.

The work-in-progress study adopts a sequential mixed-methods design combining survey data and semi-structured interviews with undergraduate engineering students. The quantitative survey measures engineering self-efficacy (adapted from [1]) while collecting data on GPA, engagement, and persistence. Qualitative interviews delve deeper into students’ lived experiences, exploring how moments of challenge, mentorship, and achievement shape participation and learning in the different course formats. Data analysis will employ both statistical modeling (e.g., regression and mediation analyses) and thematic coding to reveal patterns across demographic and contextual variables.

Expected outcomes include empirical evidence identifying which learning environments most effectively foster self-efficacy; insights into barriers that impede student confidence and engagement, particularly among underrepresented groups; and practical recommendations for curriculum design and faculty development to create more supportive, inclusive, and empowering learning ecosystems. Ultimately, this work supports the electrical engineering department’s broader revolutionizing efforts by positioning student experiences as evidence in shaping how learning environments are implemented across core electrical engineering courses.

References
[1] P. J. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. A. Kennedy, "Measuring undergraduate students’ engineering self-efficacy: A validation study," Journal of Engineering Education, vol. 105, no. 2, pp. 366–395, Apr. 2016.

[2] A. Bandura, Self-Efficacy: The Exercise of Control. New York, NY, USA: W. H. Freeman, 1997.

Authors

Aitor Castellanos-Neri University of South Florida [biography]

Third-year undergraduate student in Electrical Engineering at the University of South Florida. He is a member of the Judy Genshaft Honors College and an undergraduate researcher working on engineering education studies under the National Science Foundation’s Revolutionizing Engineering Departments (RED) grant. His research focuses on engineering self-efficacy and student learning across diverse instructional environments.
Dr. Dhinesh Balaji Radhakrishnan http://orcid.org/0000-0001-6959-196X Purdue University – West Lafayette (College of Engineering) [biography]

Dr. Dhinesh Radhakrishnan is a Research Scientist at Purdue University’s School of Engineering Education. His research focuses on participatory and community-driven approaches to engineering education, particularly in displacement and marginalized contexts. He has led research and educational initiatives in Kenya, Uganda, Jordan, Zimbabwe, Senegal, and the U.S., co-developing the Localized Engineering in Displacement (LED) program. His doctoral dissertation explored how a Community of Practice (CoP) approach can engage informal educators in Kenya to co-design and teach community-centered engineering education. Currently, he co-leads a reciprocal innovation initiative that bridges CoPs across diverse countries and contexts. His work examines how local engineering knowledge is recognized, revitalized, and integrated into technical education and workforce development, fostering more inclusive and culturally responsive learning models.
Dr. Chris S Ferekides University of South Florida [biography]

Dr. Chris Ferekides has a Ph.D. in Electrical Engineering. He is a Professor and Chair of the Electrical and Computer Engineering Department at the University of South Florida. His research focuses on electronic materials for photovoltaics and other opto-electronic applications, with emphasis on chalcogenide compounds and devices for thin-film solar cells.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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