Development and Initial Validation of the Engineering Learning Experiences Scale

Abstract Learning experiences, or the sources of self-efficacy, play a prominent role in social cognitive career theory (Lent et al., 1994, 2000). Although research devoted to academic and career development in engineering has grown in recent years, researchers are limited by the lack of adequate instrumentation to assess learning experiences in engineering fields. Across two studies with Latinx and White undergraduate engineering students, we developed and provide initial reliability and validity evidence for the Engineering Learning Experiences Scale (ELES). Results suggested the presence of four sub-factors consistent with social cognitive theory (Bandura, 1997) and research: performance accomplishments, vicarious learning, verbal persuasion, and emotional/physiological arousal. Scores on the ELES correlated in theoretically consistent ways with engineering SCCT variables as well as relevant, Holland-themed learning experiences. The ELES is a 22-item, theory-based instrument designed to assess learning experiences in undergraduate engineering students. Implications for future research and practice with engineering students are discussed.