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Self‐concept can influence how an individual learns, but is often overlooked when assessing student learning in engineering.

To validate an instrument designed to measure individuals' self‐concepts toward engineering design tasks, three research questions were investigated: (a) how well the items in the instrument represent the engineering design process in eliciting the task‐specific self‐concepts of self‐efficacy, motivation, outcome expectancy, and anxiety, (b) how well the instrument predicts differences in the self‐efficacy held by individuals with a range of engineering experiences, and (c) how well the responses to the instrument align with the relationships conceptualized in self‐efficacy theory.

A 36‐item online instrument was developed and administered to 202 respondents. Three types of validity evidence were obtained for (a) representativeness of multi …