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the support, the greater the ease with which the student is integrated into study groups
and such); participation in extra-curricular math and science activities in high school,
suggesting that the type of student who is active in extra-curricular activities is likely to
take advantage of study-related help activities in college; and low confidence in
engineering abilities, suggesting that the student feels a need to strengthen their academic
performance through study activities. These are not necessarily students who are actually
weak in math or science, as their high school grades are positively related to participation
in study activities.
The Impact of Input Characteristics and Engineering Self-Confidence on the
Activities of Students at All Levels
When we look at the relationships between input characteristics and engineering
activities for all students, we see that a few (but only a few) of the input characteristics
impact involvement in engineering activities throughout the undergraduate career (Table
IIC-8). The most consistent is the relationship between participation in high school extra-
curricular activities related to math and science, and participation in extra-curricular
activities at Rowan. The connection may be that there are students who become active in
extra-curricular activities whatever the setting, or that this indicates a student who is so
engaged in math and science that they go above and beyond the requirements out of
interest.
Father’s occupational prestige impacts participation in counseling activities, either
because parents of higher socio-economic status encourage their children to make use of
such counseling and advisement, or the students are used to making use of help
opportunities made available by the administration or professionals.
IIC-108