Understanding gender differences in mechanical performanc

This research examined two issues related to mechanical performance of individuals in electronic service repair vocational training programs. First, the performance of the students was examined for gender differences in mechanical comprehension commonly seen in past literature. Second, a multi-dimensional non-cognitive measure of mechanical interest and experience, the Mechanical Experiences Background Questionnaire (MEBQ), was used to predict course grades which reflected a combination of written and hands-on performance. Criterion validity for the MEBQ was compared with a traditional cognitive measure of mechanical comprehension. Predictive patterns between the 13 MEBQ subscales and performance were examined for subgroups based on gender and level of experience.