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Self‐Efficacy for Cross‐Disciplinary Learning in Project‐Based Teams
Author(s) -
Schaffer Scott P.,
Chen Xiaojun,
Zhu Xiumei,
Oakes William C.
Publication year - 2012
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2012.tb00042.x
Subject(s) - psychology , discipline , self efficacy , identification (biology) , scale (ratio) , mathematics education , task (project management) , medical education , knowledge management , computer science , social psychology , engineering , medicine , social science , quantum mechanics , sociology , biology , botany , physics , systems engineering
B ackground While research indicates that self‐efficacy is related to learning on discrete tasks, less is known about self‐efficacy for learning in complex, ill‐structured learning environments. A measure of self‐efficacy for design teams provides grounding for the design of learning support. P urpose (H ypothesis ) This study aims to determine the usefulness of a measure of self‐efficacy for cross‐disciplinary team learning (CDTL) within a multi‐disciplinary, project based setting. Research questions include: (1) Does student efficacy for CDTL change over the course of the semester? (2) What is the effect of (a) task complexity; (b) prior learner experience; (c) team composition; and (d) personal factors on efficacy for CDTL? D esign /M ethod Efficacy for CDTL while working on multi‐disciplinary team projects was assessed using a 16‐item Selfefficacy for CDTL scale. A total of 112 undergraduates from 34 teams in a service learning program completed both pre and post project questionnaires. R esults A statistically significant increase in pre‐post semester self‐efficacy was found across three team learning factors: identification, recognition, and integration. Individual GPA and year in college were related to higher levels of improvement in the identification factor, while the completion of multiple design phases in team tasks was related to lower levels of improvement in the identification factor. C onclusions This study contributes to our knowledge of individual self‐efficacy and the design of learning environments involving multi‐disciplinary teams. It is an important step toward the development of theory and evidence that can help higher educational institutions to better understand if and how students learn to collaborate while working on team design projects.