Math and Science Pursuits: A Self-Efficacy Intervention Comparison Study

Abstract

This study compared two interventions to increase math self-efficacy among undergraduate students. Ninety-nine first-year undergraduate students participated in an intervention involving performance accomplishment or an intervention combining performance accomplishment and belief-perseverance techniques in which participants constructed a rationale for their future success in math/science university courses. As hypothesized, participants in the combined intervention immediately demonstrated higher math self-efficacy than did the Performance-Accomplishment only group; data convey that this effect was sustained at a 6-week follow-up. No differences were found between the groups in interest in technical careers, confidence in successfully completing math/ science courses, and willingness to enroll in math/science courses. Data analyses by gender indicated that male participants but not female participants in the combined intervention immediately demonstrated higher math self-efficacy than their counterparts. Findings suggest that self-persuasion activities may make an important contribution to enhancing math self-efficacy at least for men. Implications for women and future research are discussed.

An investigation of African-American women's prestige domain interests and choice goals using Social Cognitive Career Theory

“…Finally, we note the potential for future intervention research with African American samples, similar to recent work focused on increasing participation in STEM occupations (Blustein et al, 2013;Cordero, Porter, Israel, & Brown, 2010).…”

A longitudinal test of social cognitive career theory's academic persistence model among Latino/a and White men and women engineering students

“…For our participants, strong confidence in engineering academic abilities had an indirect effect on actual persistence via its effects on persistence intentions. Implementing academic self-efficacy interventions with goal settings for engineering students, particularly women and Latino/a students, can help in retention efforts with these underrepresented groups, but more research is needed to assess the effectiveness of such interventions in enhancing engineering-related self-efficacy (Cordero, Porter, Israel, & Brown, 2010;Luzzo, Hasper, Albert, Bibby, & Martinelli, 1999).…”

A research agenda for the vocational psychology of agriculture

“…A research agenda for the vocational psychology of agriculture. Australian Journal of Career Development, 24(3), 157-165. doi: 10.1177/1038416215586005 11 In the context of a public policy environment that encourages investments in science, technology, engineering, and mathematics (STEM) careers (e.g., OECD, 2014), vocational psychology research is already making useful contributions to understanding the factors that influence students' choices and efficacy with respect to STEM careers, particularly the interactions among self-efficacy, race, and gender (Byars-Winston, Estrada, Howard, Davis, & Zalapa, 2010;Cordero, Porter, Israel, & Brown, 2010;Lee, Flores, Navarro, & Kanagui-Muñoz, 2015;Lent et al, 2005;Lent et al, 2015). It is conceivable that the extant vocational psychology research into STEM may readily transfer to agriculture.…”