AI Article Synopsis
- The study explores how different experiential learning sources influence research self-efficacy, outcome expectations, and science identity among culturally diverse undergraduate STEM students.
- The research involved 688 participants and revealed that self-efficacy and outcome expectations positively affect students' intentions to pursue research careers, with science identity playing a significant, albeit indirect, role.
- Group differences by race/ethnicity and gender were examined, finding that while the model was mostly consistent across groups, there were a few notable differences in pathways related to research intentions.
Article Abstract
Using social-cognitive career theory, we identified the experiential sources of learning that contribute to research self-efficacy beliefs, outcome expectations, and science identity for culturally diverse undergraduate students in science, technology, engineering, and math (i.e., STEM) majors. We examined group differences by race/ethnicity and gender to investigate potential cultural variations in a model to explain students' research career intentions. Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome expectancies were directly and positively associated with research career intentions and the associations of the experiential sources to intentions were mediated via self-efficacy. Science identity contributed significant though modest variance to research career intentions indirectly via its positive association with outcome expectations. Science identity also partially mediated the efficacy-outcome expectancies path. The experiential sources of learning were associated in expected directions to research self-efficacy with 3 of the sources emerging as significantly correlated with science identity. An unexpected direct relationship from vicarious learning to intentions was observed. In testing for group differences by race/ethnicity and gender in subsamples of Black/African American and Latino/a students, we found that the hypothesized model incorporating science identity was supported, and most paths did not vary significantly across four Race/Ethnicity × Gender groups, except for 3 paths. Research and practice implications of the findings for supporting research career intentions of culturally diverse undergraduate students are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6318046 | PMC |
| http://dx.doi.org/10.1037/cou0000309 | DOI Listing |
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