Abstract
Self-efficacy is a concept that refers to one’s belief in one’s ability to complete tasks and achieve goals, and literature has shown it is correlated to student retention and success in engineering education settings. Task-specific self-efficacy measures can be used in engineering contexts to evaluate student confidence in specific skills, which educators can use to evaluate learning impacts in their classrooms. This work seeks to support the creation of these tools by presenting a structured literature review consolidating existing work on the creation of skill-specific self-efficacy measures, predominantly within engineering. An example of how instructors might use these learnings is then provided by explaining application of these findings in the context of the creation of a Computer-Aided Design self-efficacy measure. By summarizing key learnings around the development of engineering skill-specific self-efficacy measures, we hope to enable engineering education researchers and educators to conduct more comprehensive evaluation of educational interventions.
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