Many Pathways to Success: A Mixed Methods Study Exploring Transfer-Intending Students’ STEM Self-Efficacy

• In Event: Exploring Supports for STEM Students Spanning the Transfer Trajectory From Community College to University

Abstract

Self-efficacy, which is the perceived confidence in one’s ability to perform a task (Bandura, 1997), is an important factor in understanding students’ motivation in pursuing a STEM career path. Self-efficacy has been shown to significantly predict STEM students’ academic performance, persistence, and career choices in the undergraduate school setting (Larson et al., 2015; Lent et al., 1986; Luzzo, 1999). More recently self-efficacy has been explored in the community college school setting among students interested in STEM career paths (Amelink et al., 2015; Chen & Starobin, 2018; Marco-Bujosa et al., 2021). However, previous studies’ measurements were limited to pre- and post-surveys or one-time interviews or weekly journal entries which may not capture the in-between moments of occurring transitional supports. To understand the nuances of transfer-intending students’ experience, we conducted a mixed methods study to examine in-the-moment supports offered at a community college and their influence on students' self-efficacy of pursuing a STEM career path. This current study may highlight the supports and needs for transfer-intending students, especially when students who recently transferred requested more guidance on how to navigate a new institution (Townsend & Wilson, 2006).
Participants were eight students participating in a STEM program at a Midwestern community college who were interested in transitioning to a bachelor-degree granting institution and pursuing a STEM career path. We conducted a mixed methods research design where students participated in the Experience Sampling Method (ESM; Hektner et al., 2007) paired with daily reflective journals for two weeks. Each day the students were given four short surveys to capture in-the-moment experiences of their activity. Students were randomly notified to fill out the surveys throughout the day regarding their self-efficacy towards task, course, transfer process, and degree domains. At the end of each day students were prompted to elaborate on their ESM responses in a daily journal reflection.
In total, there were 206 ESM survey responses and 55 daily journals submitted during this study. The ESM responses highlighted a range of activities transfer-intending students participated in such as working full or part-time jobs while taking classes and completing assignments. The reflections provided rich and detailed insight into the challenges and supports students navigate–but more importantly–persist in their community college experience. Themes emerged around the challenges the students faced including differences in teaching and learning approaches and balancing various commitments and supports they received including encouraging mentors, family, and peers as well as their continued interest in the field. Students also shared the significance of being in a STEM program in helping support their academic and transfer self-efficacy. While this study yielded understanding of transfer-intending students’ self-efficacy in STEM, we also gained further insight into the broader processes and experiences for students transferring to a bachelor-degree granting institution. Recommendations on the most promising supports offered for transfer-intending students will be discussed.

Author

• Vicky Phun, Michigan State University