Date of Award:

5-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Kimberly Lott

Committee

Kimberly Lott

Committee

Max L. Longhurst

Committee

Colby Tofel-Grehl

Committee

Suzie Jones

Committee

Angela Minichiello

Abstract

Drawing on Bandura’s self-efficacy theory, this exploratory multi-case study examines how engagement in an engineering designed-based unit, specifically through an intervention focused on iterative improvements, influences middle school girls’ self-efficacy. This study was conducted in a suburban public middle school. It involved five female participants enrolled in a seventh-grade science classroom. Qualitative data were collected from pre- and post-interviews, self-reflection journals, observations and student artifacts. Multiple data sources were triangulated to ensure the credibility and depth of the findings. Qualitative data were analyzed using inductive and deductive coding to produce open codes, axial categories driven by Bandura’s four sources of self-efficacy and finally, to themes that illustrate patterns found in the data. Individual cases were interpreted first and then cross-case synthesis were made. Findings suggest that girls experience engineering challenges as a reciprocal loop. In other words, enactive mastery was achieved through three interdependent factors: iterative learning opportunities, social-relational experiences and encouragement from trusted sources such as teachers. Additionally, girls experienced a dynamic emotional journey as they persisted throughout the challenge. This illustrates that self-efficacy evolution is not a linear climb. Instead, self-efficacy shifts occur in peaks and valleys as they reframe their failures to improve their ideas. This suggests that STEM curricula such as engineering activities should provide iterative and social-relational spaces for girls to feel supported and encouraged to persist in the challenges that they face.

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