TY - JOUR
T1 - Perceived Advisor Support and Thesis Self-Efficacy
T2 - 2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023
AU - Rivera, Abimelec Mercado
AU - Artiles, Mayra S.
AU - Brunhaver, Samantha Ruth
N1 - Funding Information:
1. Gives me regular feedback on my research 2. Is available when I need help with my research 3. Gives me constructive feedback on my progress toward degree completion 4. Is available when I need to talk about my progress in my program 5. Teaches me the details of good research practice 6. Provides information about ongoing relevant research 7. Takes an interest in my well-being and life-work balance 9. Provides emotional support when I need it 11. Has my best interests at heart 12. Would support me in any career path I might choose 13. Helps me secure funding for my graduate studies 14. Teaches me to write grant and contract proposals 15. Helps me develop professional relationships with others in the field 16. Assists me in writing presentations or publications 18. Advocates for me with others when necessary
Funding Information:
8. Cares about me as a whole person, not just as a scholar. 9. Provides emotional support when I need it. 10. Is attentive and responsive to my needs. 11. Has my best interests at heart. 12. Would support me in any career path I might choose. 13. Helps me secure funding for my graduate studies. 14. Teaches me to write grant and contract proposals. 15. Helps me develop professional relationships with others in the field. 16. Assists me in writing presentations or publications. 17. Teaches me skills needed in my field. 18. Advocates for me with others when necessary.
Publisher Copyright:
© American Society for Engineering Education, 2023.
PY - 2023/6/25
Y1 - 2023/6/25
N2 - The path to degree completion for graduate students in engineering disciplines is fraught with challenges, but one factor that consistently shapes their persistence and success is their advising relationship. The way students perceive the support they receive from this relationship can influence their self-efficacy concerning the competences needed to finish their dissertation, thesis or applied project report. Understanding the relationship between the student's self-efficacy towards their culminating tasks and their perception of their advisor's support is essential, as from a motivational standpoint, it can serve as a closer proxy for degree completion. This research paper presents the development and validation of the Advisor Support and Self-efficacy for Thesis completion (ASSET) survey, which measures two constructs: Thesis Self-efficacy and Advisor Support. The former measures graduate students' confidence to carry out activities to complete their final academic document, while the latter measures their perception of their advisor's support. Items for these constructs were adapted and generalized to be relevant to either doctoral or master's level students in engineering disciplines. We collected survey responses from 170 engineering graduate students from a large public institution in the southwestern United States. Exploratory factor analysis yielded a single factor solution for the Thesis Self-efficacy construct, while Advisor Support yielded two factors, “Research support” and “Individualized support”. Future work includes the dissemination of the ASSET survey to various graduate engineering programs, to further explore the predictive relationships between our constructs and help institutions create strategies for the success of both their graduate students and their faculty.
AB - The path to degree completion for graduate students in engineering disciplines is fraught with challenges, but one factor that consistently shapes their persistence and success is their advising relationship. The way students perceive the support they receive from this relationship can influence their self-efficacy concerning the competences needed to finish their dissertation, thesis or applied project report. Understanding the relationship between the student's self-efficacy towards their culminating tasks and their perception of their advisor's support is essential, as from a motivational standpoint, it can serve as a closer proxy for degree completion. This research paper presents the development and validation of the Advisor Support and Self-efficacy for Thesis completion (ASSET) survey, which measures two constructs: Thesis Self-efficacy and Advisor Support. The former measures graduate students' confidence to carry out activities to complete their final academic document, while the latter measures their perception of their advisor's support. Items for these constructs were adapted and generalized to be relevant to either doctoral or master's level students in engineering disciplines. We collected survey responses from 170 engineering graduate students from a large public institution in the southwestern United States. Exploratory factor analysis yielded a single factor solution for the Thesis Self-efficacy construct, while Advisor Support yielded two factors, “Research support” and “Individualized support”. Future work includes the dissemination of the ASSET survey to various graduate engineering programs, to further explore the predictive relationships between our constructs and help institutions create strategies for the success of both their graduate students and their faculty.
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M3 - Conference article
AN - SCOPUS:85172087787
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 25 June 2023 through 28 June 2023
ER -