{"id":{"repo_id":"colostate","oai_identifier":"oai:mountainscholar.org:10217/88608"},"canonical_url":"https://search.dev.ndltd.org/etd/colostate/oai:mountainscholar.org:10217/88608","repository":{"repo_id":"colostate","name":"Colorado State University","base_url":"https://api.mountainscholar.org/server/oai/request"},"display":{"title":"Mentors, role models, and differences in self-efficacy and motivation among construction management students","abstract":"Perceived self-efficacy, motivation, and the presence of mentors and role models have value as predictors of career choice and student success. To understand these constructs within the domain of construction education, a quantitative survey was administered to students enrolled in construction management courses (n = 468) at two large universities. Study results revealed that mean perceived self-efficacy toward construction education was significantly (p < 0.001) higher for construction management (CM) students who report having a role model. Further, CM students who report having a mentor reported a higher mean level of motivation to successfully complete construction education programs and courses (p = 0.015). Differences in self-efficacy and motivation toward construction education between male (n = 410) and female (n = 56) students suggest that female CM students have higher motivation towards construction education (p = 0.024) than their male counterparts. However, due to unequal gender distribution in the sample, coupled with violations of t test assumptions, gender-based findings should be interpreted with caution. This study indicates that students who report having a mentor or role model have higher self-efficacy and motivation toward construction education compared to students without a mentor or role model. The instrument adapted and utilized in the current study can be used to investigate these pertinent construction education-domain specific constructs in order to understand the influence of others on students' academic decisions and performance.","abstract_html":"Perceived self-efficacy, motivation, and the presence of mentors and role models have value as predictors of career choice and student success. To understand these constructs within the domain of construction education, a quantitative survey was administered to students enrolled in construction management courses (n = 468) at two large universities. Study results revealed that mean perceived self-efficacy toward construction education was significantly (p &lt; 0.001) higher for construction management (CM) students who report having a role model. Further, CM students who report having a mentor reported a higher mean level of motivation to successfully complete construction education programs and courses (p = 0.015). Differences in self-efficacy and motivation toward construction education between male (n = 410) and female (n = 56) students suggest that female CM students have higher motivation towards construction education (p = 0.024) than their male counterparts. However, due to unequal gender distribution in the sample, coupled with violations of t test assumptions, gender-based findings should be interpreted with caution. This study indicates that students who report having a mentor or role model have higher self-efficacy and motivation toward construction education compared to students without a mentor or role model. The instrument adapted and utilized in the current study can be used to investigate these pertinent construction education-domain specific constructs in order to understand the influence of others on students&#x27; academic decisions and performance.","abstract_has_math":false,"creators":["Thevenin, Melissa K., author","Elliott, Jonathan, advisor","Lopez del Puerto, Carla, committee member","Gloeckner, Gene, committee member"],"institution":"Colorado State University. Libraries","degree_name":"Master of Science (M.S.)","degree_level":"Masters","degree_discipline":"Construction Management","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014","date_published":"2014","updated_at":"2026-07-27T19:13:18Z","subjects":["motivation","construction education","mentor","role model","self-efficacy","women"],"languages":["eng","English"],"rights":["Copyright and other restrictions may apply. 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Study results revealed that mean perceived self-efficacy toward construction education was significantly (p < 0.001) higher for construction management (CM) students who report having a role model. Further, CM students who report having a mentor reported a higher mean level of motivation to successfully complete construction education programs and courses (p = 0.015). Differences in self-efficacy and motivation toward construction education between male (n = 410) and female (n = 56) students suggest that female CM students have higher motivation towards construction education (p = 0.024) than their male counterparts. However, due to unequal gender distribution in the sample, coupled with violations of t test assumptions, gender-based findings should be interpreted with caution. This study indicates that students who report having a mentor or role model have higher self-efficacy and motivation toward construction education compared to students without a mentor or role model. The instrument adapted and utilized in the current study can be used to investigate these pertinent construction education-domain specific constructs in order to understand the influence of others on students' academic decisions and performance."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["born digital","masters theses"]},{"key":"dc:title","label":"Title","values":["Mentors, role models, and differences in self-efficacy and motivation among construction management students"]}]}],"canonical_facts":{"dc:creator":["Thevenin, Melissa K., author","Elliott, Jonathan, advisor","Lopez del Puerto, Carla, committee member","Gloeckner, Gene, committee member"],"dc:date.accessioned":["2007-01-03T06:25:58Z"],"dc:date.available":["2007-01-03T06:25:58Z"],"dc:date.issued":["2014"],"dc:description.abstract":["Perceived self-efficacy, motivation, and the presence of mentors and role models have value as predictors of career choice and student success. 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