Publication Abstract: Researchers posit that persistence and achievement in STEM programs are related to students’ self-efficacy beliefs. Vicarious experiences and verbal persuasions are often reported as sources of self-efficacy for women in non-traditional fields, and previous studies have observed a positive relationship between the influence of others and academic motivation. Research also suggests differences between men and women concerning how self-efficacy and motivation influence academic choice and performance in traditionally male-dominated fields. The existence of a role model or mentor has been shown to influence student’s self-efficacy and motivation. These constructs were adapted to the construction education domain in a survey instrument that was administered to 587 students enrolled in construction management courses at three universities. Mentors and role models were defined in this study as “persons of influence” on a respondent’s academic decisions; mentors give advice and support, whereas role models provide inspiration. 

For male students, the mean levels of self-efficacy and motivation were significantly higher for those who reported having a person of influence, versus those who did not (p = 0.000 for both constructs). The mean level of motivation was also significantly higher for female students with a person of influence versus those without (p = 0.017). While the mean level of self-efficacy was also higher for female students with a person of influence than females without a person of influence (p = 0.175), the difference was not significant at the 0.05 level. Results indicate that having a person of influence was significantly and positively correlated with students’ construction education self-efficacy and motivation (r = 0.21, p < 0.001 and r = 0.26, p < 0.001, respectively). When data were stratified by gender, the correlation between having a person of influence and motivation toward construction education remain significant and positive for female (r = 0.31, p < 0.05) and male students (r = 0.26, p < 0.001). However, while having a person of influence was significant and positively correlated with construction education self-efficacy for males (r = 0.22, p < 0.001), the correlation was positive but not significant at the 0.05 level for females (r = 0.18, p = 0.175). 

Perceived self-efficacy, motivation, and the presence of mentors and role models have value as predictors of career choice and student success. This paper contributes to the body of knowledgeby increasing the understanding of the influence of others on students’ academic performance within the construction education domain. Demographic characteristics of mentors and role models are reported and cross-tabulation of the data by students’ gender are discussed. Conclusions, application of the results, and opportunities for continued research are presented.