Exploring Influences on Students' Self-Efficacy in a STEM Intervention Program

• In Event: STEM in and Before the Classroom

Abstract

Research indicates that STEM intervention programs promote persistence in major by enhancing students’ confidence and providing the information and tools necessary to succeed. This multi-method study asks two questions: 1) What is the relationship between students’ reports of college adjustment and self-efficacy in biology and physics?; and 2) What is the relationship between participation in a STEM intervention program and self-efficacy and does it vary by gender? We found significant positive relationships between academic adjustment and self-efficacy across both fields, and significant relationships between faculty interaction and biology efficacy, and women’s participation in the program and physics self-efficacy. Qualitative findings suggest that STEM intervention programs enhance college adjustment, which is empirically related to efficacy in our sample.

Authors

• Deborah F. Carter, Claremont Graduate University

• Lisa R. Lattuca, University of Michigan

• Erika Mosyjowski, University of Michigan - Ann Arbor

• Christina S. Morton, University of Michigan - Ann Arbor

• Selyna Beverly, University of Michigan - Ann Arbor

• Katie Shoemaker, University of Michigan - Ann Arbor

• Trevion S. Henderson, University of Michigan - Ann Arbor