Reconciling Intent With Action: Factors Associated With the Intent-Action (Dis)connection Among Two-Year College Students in STEM

• In Event: 72.029 - Student Perception and Performance in STEM

Abstract

Based on the Theory of Planned Behavior and the social cognitive career theory, we explore factors underlying the consistency and inconsistency between transfer intent and course-completion patterns of first-time STEM-aspiring students at public two-year colleges. We analyzed student survey and transcript data, using latent profile analysis and path analysis. We found four major course-completion patterns in Spring 2015 (i.e., Transfer-Focused, Associate Degree-Focused, Leaving, and Vocational Training-Focused). About 44.6% of transfer-oriented students completed mainly transferable courses. Self-efficacy in math and science interacted with the initial transfer intent to shape students’ course-completion patterns. Our findings pinpoint the potential gap between academic intent and behavior, as well as critical factors underlying this discrepancy.

Authors

• Hsun-Yu Chan, Texas A&M University-Commerce

• Xueli Wang, University of Wisconsin - Madison