期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Factors affecting student self-perception in the context of engineering design team work are examined in this paper. Specifically, how students of different gender and personality type rank their own contributions to their team relative to how their teammates rank their contributions is considered. Gender- and personalitybased differences in self-serving bias – an individual’s tendency to attribute positive outcomes to their own actions and negative outcomes to external factors – are known to exist. This two-part study examines these factors in the context of self-evaluation and peer evaluation scores received in a second year mechanical engineering design project course. Four evaluation events were conducted in January, 2015 (Part 1), and followed by an in-class intervention (presentation) and three more evaluation events in April, 2015 (Part 2). In Part 1, self-serving biases were measured by examining the difference between self-evaluation scores and average peer evaluation scores received from teammates. Separate ttests and mixed-linear model statistical analysis were used to compare the average self-peer bias in evaluation scores versus gender and each of the four MBTI domain scales. Data showed a statistically significant increase in selfserving bias as the course progressed. Differences were also noted for gender (males initially had a higher selfserving bias than females, but this difference disappeared in time), and MBTI domains of Introversion/Extraversion and Thinking/Feeling (students with a preference for Extraversion and Thinking had higher self-serving bias). The differences for gender and personality type were statistically significant with t-tests but not with mixedlinear models, suggesting the observed effects were driven by a small number of individuals with large self-serving bias. Following the intervention – consisting of a short in-class presentation describing the observed effects from Part 1 – reduced self-serving bias was observed in Part 2, but it is unclear if the change was due to the intervention or due to other factors.
