Reisberg, R., & Raelin, J. A., & Bailey, M. B., & Whitman, D. L., & Hamann, J. C., & Pendleton, L. K. (2012, June), The Effect of Cooperative Education on the Self-efficacy of Students in Undergraduate Engineering  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22050

\bibitem{asee_peer_22050}
  Reisberg, R., \& Raelin, J. A., \& Bailey, M. B., \& Whitman, D. L., \& Hamann, J. C., \& Pendleton, L. K. (2012, June), \emph{The Effect of Cooperative Education on the Self-efficacy of Students in Undergraduate Engineering}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22050

Rachelle Reisberg, Joseph A. Raelin, Margaret B. Bailey, David L. Whitman, Jerry Carl Hamann, and Leslie K. Pendleton.  "The Effect of Cooperative Education on the Self-efficacy of Students in Undergraduate Engineering".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://strategy.asee.org/22050 Internet.  16 Jun, 2024

\bibitem{asee_peer_22050}
  Rachelle Reisberg, Joseph A. Raelin, Margaret B. Bailey, David L. Whitman, Jerry Carl Hamann, and Leslie K. Pendleton.
  "The Effect of Cooperative Education on the Self-efficacy of Students in Undergraduate Engineering".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://strategy.asee.org/22050 Internet.  16 Jun, 2024

@INPROCEEDINGS{asee_peer_22050
author = "Rachelle Reisberg, Joseph A. Raelin, Margaret B. Bailey, David L. Whitman, Jerry Carl Hamann, and Leslie K. Pendleton"
title = "The Effect of Cooperative Education on the Self-efficacy of Students in Undergraduate Engineering"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/22050}
number = {10.18260/1-2--22050}
}

TY  - CPAPER
AB  -     The Effect of Cooperative Education on the Self-Efficacy of             Students in Undergraduate EngineeringAbstractThis study examines the effect of cooperative education on self-efficacy, which isdefined as an individual’s perceived level of competence or the degree to whichan individual believes he/she is capable of completing a task. It examines theeffect of three dimensions of self-efficacy: work, career, and academic,controlling for contextual support and demographic characteristics. It is based ona pathways model that links contextual support and cooperative education andother forms of student work experience, such as internships, to self-efficacy as abasis for retention in college and success within a students’ engineering major.The data pool for this study was constituted of all sophomores in the colleges ofengineering from four participating universities (two primarily “co-op schools”).Student respondents initially filled out a 20-minute survey (referred to as Survey1), among which were assessments of the three forms of self-efficacy. One yearlater, they completed a comparable post-survey (Survey 2). The total number ofrespondents to Survey 1 was 1637 students, of which 344 were female. Theresponse rate for Survey 2 (calculated as the number of respondents from Survey1 who successfully filled out Survey 2) was 54% and represents 889 students, ofwhich 216 were female. During the period between surveys, 65% of the studentscompleting Survey 2 reported participating in a co-op and an additional 118(13%) undertook an internship.Of the three forms of self-efficacy, work self-efficacy was found to be the oneefficacy form impacted by cooperative education. Work self-efficacy measures arange of behaviors and practices – e.g., exhibiting teamwork, expressingsensitivity, managing politics, handling pressure – attending to students’ beliefs intheir command of the social requirements necessary for success in the workplace.Since self-efficacy is shaped by performance accomplishments, student success intheir co-op jobs appears to enhance their confidence in performing a variety ofthese work-based behaviors. Change in work self-efficacy was also affected bychange in student’s confidence in their choice of engineering as a career. It wasfound that the quality of the co-op placement, in particular such dimensions as thechance to make a difference, to apply knowledge from one’s major, and to be partof a team enhanced students’ subsequent work self-efficacy. Co-op students werefound to rely less on support provided by their colleges, friends, parents or bytheir academic advisors.The finding regarding the impact of co-op on work self-efficacy is claimed here toopen up the so-called “black box of co-op” to articulate the practices andbehaviors of cooperative education that shape its unique contribution to theundergraduate experience.
AU  - Rachelle Reisberg
AU  - Joseph A. Raelin
AU  - Margaret B. Bailey
AU  - David L. Whitman
AU  - Jerry Carl Hamann
AU  - Leslie K. Pendleton
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - The Effect of Cooperative Education on the Self-efficacy of Students in Undergraduate Engineering
UR  - https://strategy.asee.org/22050
DO  - 10.18260/1-2--22050
ER  -