The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences.
The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences.
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自我效能和身份在调节 STEM 支持体验的影响中的作用。
DOI：
10.1111/asap.12170
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Morgan,ElizabethM
中科院分区：
文献类型：
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作者：
Syed,Moin;Zurbriggen,EileenL;Chemers,MartinM;Goza,BarbaraK;Bearman,Steve;Crosby,FayeJ;Shaw,JeromeM;Hunter,Lisa;Morgan,ElizabethM
我们报告了两项测试研究经验中介模型的研究结果，该模型假定科学（或工程）自我效能和作为科学家（或工程师）的身份中介了支持计划与学生对科学，技术，工程和数学（STEM）职业的承诺之间的关联。研究1包括502名被录取和最近毕业的本科STEM学生。结构方程模型分析表明，研究经验，工具指导和参与科学家社区与对STEM职业的承诺有关，通过科学/工程自我效能和科学家/工程师身份进行调解。与种族的互动很少，与性别的互动也没有。在研究2中，63名本科生在科学/工程支持计划进行了调查，在他们的计划开始和结束类似的工具。前后分析表明，随着时间的推移，社区参与的增加与科学/工程自我效能的增加有关，随着时间的推移，科学/工程身份的增加与对STEM职业的承诺增加有关。总的来说，这两项研究表明，心理过程的重要性，如身份和自我效能，在理解科学/工程支持计划的具体方式，导致增强承诺的职业生涯中干白色和代表性不足的少数民族本科生。
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 scientists were associated with commitment to a STEM career, mediated through science/engineering self‐efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre–post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self‐efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self‐efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among White and underrepresented minority undergraduate students.