Perceived classroom environment and academic self-efficacy among engineering students

Abstract

The classroom environment can contribute to the development of professional and personal competencies essential in a global and competitive context. The primary objective of this study was to analyze the relationship between the classroom environment and academic self-efficacy among engineering students. A quantitative approach, correlational scope, and cross-sectional non-experimental design were followed. A total of 156 university students participated anonymously and voluntarily, aged between 18 and 42 years old, including 97 males and 59 females. The results showed a positive and significant correlation between the classroom environment and academic self-efficacy (r = 0.511, p < 0.001, z = 0.565), as well as with the specific dimensions of self-efficacy. Male students scored higher in academic self-efficacy and input-related activities; furthermore, older students (31–42 years old) obtained higher scores in all cases. Systems engineering students scored higher in their perception of the classroom environment, and those studying in virtual mode obtained higher scores in all analyses except for the academic interaction activities dimension. Finally, a trend was observed for intermediate-semester students to present lower scores across all analyses compared to their peers in initial and final semesters. These findings allow for an analysis of the current context in university engineering education.