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. 2019 Dec;19(1):7-49.
doi: 10.1111/asap.12170. Epub 2018 Oct 29.

The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences

Moin Syed  1 , Eileen L Zurbriggen  2 , Martin M Chemers  2 , Barbara K Goza  2 , Steve Bearman  2 , Faye J Crosby  2 , Jerome M Shaw  3 , Lisa Hunter  4 , Elizabeth M Morgan  2
Affiliations

The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences

Moin Syed et al. Anal Soc Issues Public Policy. 2019 Dec.

Abstract

We report results from two studies testing the Mediation Model of Research Experiences (MMRE), 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.

Keywords: STEM; Science self-efficacy; identity as a scientist; mentoring; research experiences; science support programs; underrepresented minority students.

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Figures

Figure 1.
Figure 1.
Mediational Model of Research Experiences (MMRE) Tested in Study 1.
Figure 2.
Figure 2.
Final multi-group SEM model for Study 1. Measurement model not shown for parsimony. Standardized coefficients for URM students are on the left, White students on the right. All paths significant at p < .05 unless otherwise noted
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