An Investigation And Research On Self-efficacy In Learning Of Postgraduates In Engineering

Learning self-efficacy refers to the judgment of students’ ability to organize and implement their behaviors when they complete their learning goals and achieve academic achievements in the field of learning.Learning self-efficacy is an important subjective factor affecting the study of engineering master students,and it is very important for students to solve practical problems.At present,most studies on the study of engineering master students focus on their course study,research study and practice study,but there are few studies on the self-efficacy of learning of this group.In addition,although domestic and foreign scholars have conducted many researches on learning self-efficacy,most of them focus on the correlation of learning self-efficacy,and there are few researches on the problems of learning self-efficacy and the comparison with students of other levels and other disciplines.Based on the above analysis,it is necessary to understand the basic situation of learning self-efficacy of engineering master students,including the difference between it and students of other levels and other disciplines,as well as the existing problems and reasons of learning self-efficacy of engineering master students,so as to improve the learning self-efficacy of engineering master students.In this paper,the learning self-efficacy of engineering master’s students is specifically divided into three levels,which are course learning self-efficacy,research activity self-efficacy and social practice self-efficacy.Based on this and the results of previous studies,this paper revised the previous questionnaire and added peer factors to develop a questionnaire that fits the characteristics of engineering master students and conducted a survey on engineering master students in E universities.The questions collected were analyzed using descriptive,correlation and multiple regression methods to reveal the basic situation of learning self-efficacy and the problems faced by engineering master students.In addition,some samples were selected and interviewed to further supplement the data results.It is found that the learning self-efficacy of engineering master students is affected by individual,family,school and peer factors.The only child or not,the educational level of parents and the type of master degree have little influence on the self-efficacy of learning,while gender,family location,grade and academic performance have a certain degree of influence on the engineering master students.Compared with students of other levels and other disciplines,for example,compared with those of master of arts and master of arts,it is found that master of arts students have the highest sense of selfefficacy in social practice and the lowest sense of self-efficacy in scientific research activities,but master of Arts students have the highest sense of self-efficacy in social practice and the lowest sense of self-efficacy in scientific research activities.Compared with art students,there is no statistical difference in gender between art students and master students of engineering.Compared with higher vocational students,it is found that there is no significant difference in the home location of higher vocational students,but the opposite is true for master students of engineering.At the same time,due to less time invested in learning,weak learning initiative and lack of their own successful experience,the postgraduate students’ learning self-efficacy is low.In this regard,suggestions are put forward from the three aspects of learners themselves,tutors and relevant managers,including stimulating their own learning motivation,providing adequate psychological support,and providing a good learning and experimental environment.