A Cross-Sectional Study of Undergraduate Engineering Identity

Abstract

This paper explores the differences in engineering identity among students of the electrical engineering education department, based on the chosen study program and based on the length of study that has been taken. The focus of this work is subject-related role identities, or how students position themselves and are positioned by others as the kind of people that engage in engineering. Data was collected from students of the electrical engineering study program and electrical engineering education study program during the 2022/2023 academic year. Survey items were taken from previously developed instruments which includes recognition, interest, and performance/competence. The results showed that there was no significant difference between the engineering identities of electrical engineering students and electrical engineering education students and between the engineering identities of second- and third-year students.