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- All Subjects: Self-efficacy
- Creators: Ganesh, Tirupalavanam
- Creators: Ringenbach, Shannon
Self-efficacy in engineering, engineering identity, and coping in engineering have been shown in previous studies to be highly important in the advancement of one’s development in the field of engineering. Through the creation and deployment of a 17 question survey, undergraduate and first year masters students were asked to provide information on their engagement at their university, their demographic information, and to rank their level of agreement with 22 statements relating to the aforementioned ideas. Using the results from the collected data, exploratory factor analysis was completed to identify the factors that existed and any correlations. No statistically significant correlations between the identified three factors and demographic or engagement information were found. There needs to be a significant increase in the data sample size for statistically significant results to be found. Additionally, there is future work needed in the creation of an engagement measure that successfully reflects the level and impact of participation in engineering activities beyond traditional coursework.
The primary goal for this study is to assess and develop an understanding of the effects of Assisted Cycling Therapy (ACT) on self-efficacy and exercise perception of children with Down syndrome (DS). ACT is a stationary bicycle that has a mechanical motor that moves the pedals 35% faster than their self-selected rate. This intervention continued for 30 minutes 2x/week for 8 weeks. A total of seven participants were assessed through the study, however, due to a variety of limitations only two participants completed pre and post testing questionnaires. Our results showed that self-efficacy improved following ACT. Both participants experiences improvement in their total self-efficacy score. However, only one participant showed improvement in exercise perception following the intervention. Interpretations of our results are analyzed in consideration with behavioral limitations that may be present within children with DS. Additionally, these results provided guidance for future research. These include alterations to the intervention time period, as well as the sample size of the study.