Supporting Motivation and Career Intentions in Science: The Effects of a Summer Intervention Program

• In Event: Poster Session 13
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 2

Abstract

In this study, we examined the efficacy of a motivationally supportive summer intervention program—Launch into Education About Pharmacology (LEAP)—in enhancing college students’ science motivation and career intentions. Using structural equation modeling, we examined the effect of participating in LEAP on changes in science interest, self-efficacy and intentions to pursue a science-research career. Compared to a sample of students who did not participate in LEAP (N = 345), LEAP students (N = 127) grew in their science interest and self-efficacy eight months after LEAP. Furthermore, science interest and self-efficacy fully mediated the relations between LEAP participation and science-research career intentions. Findings support the efficacy of the LEAP program in bolstering students’ motivation and career intentions in science.

Authors

• Lisa Linnenbrink-Garcia, Michigan State University

• Rochelle Schwartz-Bloom, Duke University

• Tony Perez, Old Dominion University

• Stephanie V. Wormington, Michigan State University

• Michael M. Barger, Duke University

• Elizabeth Godin, Duke University

• Kate E. Snyder, University of Louisville