The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences.
We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self‐efficacy and identity as a scientist (or engineer) mediate the association between support programs and students' commitment to science, technology, engineering, an...
| Published in: | Analyses of Social Issues & Public Policy Vol. 19; no. 1; pp. 7 - 50 |
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| Main Authors: | , , , , , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=140320217&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 140320217 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15297489 N7Y jtl: Analyses of Social Issues & Public Policy issn: 15297489 maglogo: Y pubinfo: dt: Dec2019 vid: 19 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 140320217 140320217 140320217 10.1111/asap.12170 140320217 ppf: 7 ppct: 43 formats: tig: atl: The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences. aug: au: Syed, Moin Zurbriggen, Eileen L. Chemers, Martin M. Goza, Barbara K. Bearman, Steve Crosby, Faye J. Shaw, Jerome M. Hunter, Lisa Morgan, Elizabeth M. affil: University of Minnesota sug: subj: Science Education Self-Efficacy Social Identity Scientists Research Personnel Work Experiences Student Assistance Programs Psychosocial Factors Commitment Support, Psychosocial Faculty-Student Relations Technology Education Engineering Education Mathematics Education Human Retrospective Design Models, Theoretical New Graduates Psychosocial Factors Students, Undergraduate Psychosocial Factors Structural Equation Modeling Mentorship Interpersonal Relations Community-Institutional Relations Career Planning and Development Students, Minority Psychosocial Factors White Persons Psychosocial Factors Public Policy Socioeconomic Factors ab: We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self‐efficacy and identity as a scientist (or engineer) mediate the association between support programs and students' commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self‐efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre–post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self‐efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self‐efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among White and underrepresented minority undergraduate students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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