| Abstract: | The engineering professor's role is dualistic in the sense that not only must s/he create an academic environment conducive to the acquisition of course content but must also prepare students to become practicing professionals. This dualism requires that the professor both motivate good study habits as well as build within students the confidence that they have the requisite capability to perform actual engineering. Self‐efficacy, simply defined as one's self‐judgment concerning capability, has been shown to be an important mediating factor in cognitive motivation. This paper describes the motivating role of the professor, theories of motivation, the role of self‐efficacy in motivation, and guiding principles that can be used to enhance self‐efficacy in engineering students. These principles can serve as guidelines in designing instructional delivery strategies that motivate engineering students to engage in behaviors conducive to becoming value‐added practitioners. |
