Influences of Social Cognitive Variables on STEM Retention for First-Year College Students

• In Event: Determinants and Influences of Psychosocial Factors in College Success

Abstract

Retention of students in STEM majors is a challenge that many institutions face, as fewer than 40% of students who begin a STEM major in college complete their degree. Using the lens of Social Cognitive Career Theory, the purpose of this study was to investigate the roles of social cognitive factors (e.g. self-efficacy, interest, outcome expectations, coping efficacy) in influencing the retention of first year students in STEM majors. A logistic regression model was used and indicated that interest in STEM had a direct effect to retention status, as measured by actual enrollment in a STEM major in year 2. Additionally, the model suggested a mediation effect between coping to interest to retention status, and association between coping to self-efficacy.

Authors

• Xin Liang, The University of Akron

• Nidaa Makki, The University of Akron

• Donald P Visco, The University of Akron

• Linda Subich, The University of Akron

• Elle Prochaska-Bonnema

• Benjamin G Kruggel, The University of Akron