Transitioning from diploma to degree–impact on engineering students’ self-efficacy, expectancies, values and self-regulation

Martin Jaeger, Desmond Adair

Research output: Contribution to journalArticlepeer-review


The impact of transitioning from an engineering diploma programme to an engineering degree programme for engineering students within the socio-economic context of the Gulf Cooperation Council countries is still limited to anecdotal evidence. The purpose of this study is to utilise the Self-efficacy theory, Expectancy-Value Theory and the Self-regulation theory with the aim of identifying students’ perceptions when exposed to degree level studies for the first time. Based on data obtained from a questionnaire survey, descriptive and inferential statistics are applied, including consideration of students’ achievement and gender. Mean values of self-efficacy, expectancy as well as interest, attainment and utility values decrease, whereas students’ self-regulation increases during the study period. High correlations are found between self-efficacy and expectancy, with further increased correlations at the end of the study period. It is concluded that clarification of the degree challenges at the beginning of the first degree semester needs improvement, male students require more encouragement to take the new learning environment as a positive challenge and that all students reflect increased maturity at the end of the study period.

Original languageEnglish
Pages (from-to)771-787
Number of pages17
JournalEuropean Journal of Engineering Education
Issue number5
Publication statusPublished - Sep 3 2018


  • EVT
  • Expectancy-Value Theory
  • GCC
  • Gulf Cooperation Council
  • learning environment
  • self-efficacy
  • self-regulation

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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