Assessing the Self Efficacy and Spatial Ability of Engineering Students from Multiple Disciplines

Abstract

Spatial ability, such as the ability to correctly visualize three dimensional objects when they are represented in two dimensions (such as in computer-aided design (CAD) software or in a detailed part drawing), is an essential skill for engineers. Research has shown that spatial ability is positively correlated with retention and performance of students within other disciplines which rely on spatial ability, (e.g. chemistry). However, whether spatial ability affects the retention of students in engineering has been disputed in the literature. Furthermore, research has not yet been conducted which assesses the relationship between self efficacy, that is the student's confidence, with respect to spatial skills and retention. In this paper, results of both spatial ability, using a subset of the Purdue spatial visualization test: rotations (PSVT:R), and self efficacy, using a developed test for this research, was presented for over 200 students from five different engineering disciplines. Statistically significant differences were found for gender, type of CAD training, class standing and whether or not the student is declared or undeclared in engineering with respect to self efficacy and/or spatial ability