The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

Abstract

We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self-efficacy and identity as a scientist (or engineer) mediate the association between support programs and students' commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of

Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity Perspective

“…In this way, Villarejo et al (2008) specifically drew attention to pre-med students as a population that can be spurred to pursue nonmedical STEM careers through undergraduate research experiencesparticularly those who are underrepresented in science. This suggestion is consistent with a broader notion that engagement in authentic science that invites students to engage in scientific practices can enhance science attitudes and lead to commitments in pursuing science careers (Syed et al, 2018). Given that students who intend to enter medical school may be in a position to rethink their aspirations during or after graduation (e.g., those who defer applying to medical school), research is needed to determine the extent to which such opportunities may sustain students' interest in pursuing STEM careers, even when removed from the university experience for a semester or more.…”

Mentoring Structures and the Types of Support Provided to Early-Year Undergraduate Researchers

“…In their study with 66 undergraduate-mentor dyads, Robnett et al (2018) reported that task-focused mentoring that provided informational support had the highest impact in explaining the students' science identity. Their findings, in line with the literature, indicate the importance of skill-based support from mentors (Chemers et al, 2011;Syed et al, 2018). Although some studies have indicated that both informational and socioemotional mentoring are significant dimensions of mentoring (Chemers et al, 2011;Robnett et al, 2018), Syed et al (2018) reported that the two studies they conducted with undergraduate and graduate students to test the mediators of research experience showed informational mentoring, but not socioemotional mentoring, to be a significant predictor of commitment.…”

“…Their findings, in line with the literature, indicate the importance of skill-based support from mentors (Chemers et al, 2011;Syed et al, 2018). Although some studies have indicated that both informational and socioemotional mentoring are significant dimensions of mentoring (Chemers et al, 2011;Robnett et al, 2018), Syed et al (2018) reported that the two studies they conducted with undergraduate and graduate students to test the mediators of research experience showed informational mentoring, but not socioemotional mentoring, to be a significant predictor of commitment. Dolan and Johnson (2010) reported that postgraduate mentors may provide technical and informational support to undergraduate researchers.…”

Sustaining Solutions in Undergraduate STEM Education

“…CUREs can be designed to be scaffolded throughout students' academic careers to include research, career development, and internships (Ashcroft et al 2020). CURE's are highly effective at building a strong STEM identify, increasing students' confidence in science and in research aptitude, and building self-efficacy, particularly among underserved students (Ashcroft et al 2020, Syed et al 2019. Taken together, undergraduate research experiences strengthen career pipelines as students acquire knowledge and skills necessary for STEM careers.…”