Repeated Measures Investigation of Self-Efficacy in Jonassen-Inspired Problem-Based Learning for Aerospace Engineering Students

This study examines how exposure to a problembased learning (PBL) environment influences undergraduate engineering students' self-efficacy in problem-solving. Conducted in an introductory aerospace engineering course redesigned according to Jonassen's design theory of problemsolving, the study followed students as they engaged with four ill-structured, complex problems, two single-week and two multi-week case analysis and selection problems. Using a quantitative design, we collected pre- and post-reflection survey data, including a Likert-scale item on self-efficacy, at multiple points throughout the course, resulting in ten self-reports per student. While overall analyses showed an increase in students' self-efficacy beliefs from pre-to-post course measurements, repeated measures revealed notable fluctuations across episodes, influenced by the specific context, expectations, difficulty, and level of support associated with each problem. These patterns suggest that although individual problems contributed to increased confidence, such gains were not fully stabilized or transferable to new contexts. The findings underscore the dynamic and context-sensitive nature of selfefficacy development in PBL settings and suggest that singular pre/post measures may overlook key moments of change. Sustained, transferable gains in self-efficacy may require repeated, long-term engagement with open-ended problems that vary in type, expectation, and support.