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Mentors, role models, and differences in self-efficacy and motivation among construction management students

Date

2014

Authors

Thevenin, Melissa K., author
Elliott, Jonathan, advisor
Lopez del Puerto, Carla, committee member
Gloeckner, Gene, committee member

Journal Title

Journal ISSN

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Abstract

Perceived self-efficacy, motivation, and the presence of mentors and role models have value as predictors of career choice and student success. To understand these constructs within the domain of construction education, a quantitative survey was administered to students enrolled in construction management courses (n = 468) at two large universities. Study results revealed that mean perceived self-efficacy toward construction education was significantly (p < 0.001) higher for construction management (CM) students who report having a role model. Further, CM students who report having a mentor reported a higher mean level of motivation to successfully complete construction education programs and courses (p = 0.015). Differences in self-efficacy and motivation toward construction education between male (n = 410) and female (n = 56) students suggest that female CM students have higher motivation towards construction education (p = 0.024) than their male counterparts. However, due to unequal gender distribution in the sample, coupled with violations of t test assumptions, gender-based findings should be interpreted with caution. This study indicates that students who report having a mentor or role model have higher self-efficacy and motivation toward construction education compared to students without a mentor or role model. The instrument adapted and utilized in the current study can be used to investigate these pertinent construction education-domain specific constructs in order to understand the influence of others on students' academic decisions and performance.

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Subject

motivation
construction education
mentor
role model
self-efficacy
women

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