Learning professional confidence: Linking teaching practices, students' self-perceptions, and gender

This study investigated relationships among teaching practices, classroom c limate, and students' gains in academic and career self-perceptions at seve n engineering schools. Findings show that the more instructors interacted w ith students, gave frequent and detailed feedback, provided opportunities f or collaborative learning, and made assignments and expectations clear, the greater the gains in students' intentions to complete their degrees, sense of responsibility for their own learning, confidence, and motivation to pu rsue engineering careers.