Student self-efficacy in introductory Project-Based Learning courses

The purpose of this study is to determine how introductory Project-Based Learning (PjBL) courses affect the self-efficacy of first-year engineering students. Grounded theory is used to analyze twelve interviews with first-year students about their experiences in two PjBL courses, Engineering Design and Physics Laboratory. Data indicate that students´ self-efficacy within each course is correlated with the extent to which their course goal perceptions align with those intended by faculty. In Engineering Design, students´ recognition of the faculty´s intended course goals corresponds to higher levels of self-efficacy. Conversely, in Physics Laboratory, students´ low self-efficacy is correlated with a large gap between their perceived and faculty intended course goals. Analysis further reveals that this difference in course goal perceptions may stem from the variations in the courses´ contingent scaffolding. Finally, our findings suggest that students´ self-efficacy may be further supported by dynamic course scaffolding that allows for an increase in students´ autonomy throughout a course.