A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Promoting CM Student Success: Establishing an Academic Performance Benchmark Given Construction-Education Self-Efficacy, Motivation and Planned Behavior
High levels of self-efficacy, motivation and intentions to perform well are necessary to achieve high grade point averages (GPA) in demanding academic programs including engineering, mathematics and the sciences. However, scant research has investigated these constructs within the domain of construction management (CM) education. The Construction Training Attitudes and Intentions Scale (CTAIS), which adapts self-efficacy, motivation and planned behavior constructs to the construction-education domain, was administered among CM and Non-CM students (n = 633) enrolled in courses required for a bachelor degree at three American Council for Construction Education accredited programs. Significant differences (p < .001) in construction-education domain-level constructs were observed for CM and Non-CM majors providing evidence of face validity. CM majors (n = 587) were separated for ANOVA. Significant differences in self-efficacy (p = .014) and planned behavior (p = .001) were observed by GPA. Post-hoc analysis revealed differences in these constructs based on GPA above, or below, 3.0. CM majors (n = 587) were aggregated using the 3.0 GPA benchmark (GPA > 3.0, n = 328; GPA< 3.0, n = 239). T-test results revealed significantly higher levels of self-efficacy (p = .001) and planned behavior (p < .001) among students with GPAs above 3.0. This study provides CM educators with a domain-specific measure to target students for interventions that promote success. Limitations and opportunities for further research are discussed.
Promoting CM Student Success: Establishing an Academic Performance Benchmark Given Construction-Education Self-Efficacy, Motivation and Planned Behavior
High levels of self-efficacy, motivation and intentions to perform well are necessary to achieve high grade point averages (GPA) in demanding academic programs including engineering, mathematics and the sciences. However, scant research has investigated these constructs within the domain of construction management (CM) education. The Construction Training Attitudes and Intentions Scale (CTAIS), which adapts self-efficacy, motivation and planned behavior constructs to the construction-education domain, was administered among CM and Non-CM students (n = 633) enrolled in courses required for a bachelor degree at three American Council for Construction Education accredited programs. Significant differences (p < .001) in construction-education domain-level constructs were observed for CM and Non-CM majors providing evidence of face validity. CM majors (n = 587) were separated for ANOVA. Significant differences in self-efficacy (p = .014) and planned behavior (p = .001) were observed by GPA. Post-hoc analysis revealed differences in these constructs based on GPA above, or below, 3.0. CM majors (n = 587) were aggregated using the 3.0 GPA benchmark (GPA > 3.0, n = 328; GPA< 3.0, n = 239). T-test results revealed significantly higher levels of self-efficacy (p = .001) and planned behavior (p < .001) among students with GPAs above 3.0. This study provides CM educators with a domain-specific measure to target students for interventions that promote success. Limitations and opportunities for further research are discussed.
Promoting CM Student Success: Establishing an Academic Performance Benchmark Given Construction-Education Self-Efficacy, Motivation and Planned Behavior
Elliott, Jonathan W. (author) / Thevenin, Melissa K. (author) / Bigelow, Ben F. (author)
International Journal of Construction Education and Research ; 13 ; 284-298
2017-10-02
15 pages
Article (Journal)
Electronic Resource
English
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