Collection

2017 Gulf Southwest Section Conference

Authors

Tony McClary; Germain Degardin; John Kulpa; Patricia Sullivan; Karen Trujillo

the STEM fields including females, Hispanic students, African-American students, Native American students, and students from low socio-economicbackgrounds7. The majority of these studies that describe the links between self-efficacy andperformance are focused on long-term interventions and how self-efficacy can be affected overthe course of months or years. The purpose of this study was to examine whether or not a two-week, residential STEM intervention program for middle school students—The NM PREPAcademy—had a measurable effect on student confidence (a subcomponent of self-efficacy) andcontent knowledge. We also aimed to gain a greater understanding of how similar short-termintervention programs could be used to increase interest

Collection

2017 Gulf Southwest Section Conference

Authors

Tariq Khraishi; Kristine Denman

institution academically and socially are more likely to dropout, and that both the individual and the institution play a role (Meyer and Marx, 2014). Further,early and strong integration into the institution has been associated with increased retention(Walden and Foor, 2008). In the sections that follow, we discuss the roles of self-efficacy,institutional integration, and career development in student retention.Self efficacySelf-efficacy refers to perceived self-confidence or level or competence (Raelin et al., 2014). Theliterature has identified a variety of types of self-efficacy, which have been measured in a variety ofways, and have found self-efficacy is strongly associated with both retention in academicinstitutions and careers in engineering