McSpedon, M., & Beier, M., & Bradford, B., & Wolf, M. (2022, August), The development of collegiate STEM self-efficacy: A longitudinal study of first-year students  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42106

\bibitem{asee_peer_42106}
  McSpedon, M., \& Beier, M., \& Bradford, B., \& Wolf, M. (2022, August), \emph{The development of collegiate STEM self-efficacy: A longitudinal study of first-year students}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--42106

Megan McSpedon, Margaret Beier, Brittany Bradford, and Michael Wolf.  "The development of collegiate STEM self-efficacy: A longitudinal study of first-year students".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/42106 Internet.  10 Jan, 2025

\bibitem{asee_peer_42106}
  Megan McSpedon, Margaret Beier, Brittany Bradford, and Michael Wolf.
  "The development of collegiate STEM self-efficacy: A longitudinal study of first-year students".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42106 Internet.  10 Jan, 2025

@INPROCEEDINGS{asee_peer_42106
author = "Megan McSpedon, Margaret Beier, Brittany Bradford, and Michael Wolf"
title = "The development of collegiate STEM self-efficacy: A longitudinal study of first-year students"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42106}
number = {10.18260/1-2--42106}
}

TY  - CPAPER
AB  - This NSF S-STEM Grantee poster examines the longitudinal impact the Rice Emerging Scholars Program (RESP), Rice University’s comprehensive science, technology, engineering, and math (STEM) summer bridge program, has on student perceptions of STEM self-efficacy. STEM self-efficacy, or students’ belief in their ability to execute the actions necessary to perform within the STEM domain, can impact both goal setting (e.g., the desire to attain a STEM degree) and goal striving (e.g., the efforts taken towards earning a STEM degree). 

STEM self-efficacy was captured three times each during four successive cohorts of students’ first year of college (i.e., fall of freshman year, early spring of freshman year, and after the end of the freshman spring semester). For students who participated in the RESP program, STEM self-efficacy was additionally captured at a T0 in the summer before the RESP program began. STEM self-efficacy was measured using an eight-item measure from the Motivated Strategies for Learning Questionnaire [1], adapted to be specific to the domain of STEM courses. Findings were contrary to expectations. Perceptions of STEM self-efficacy did not significantly differ between program participants and non-participants. Participation in the program changed participant’s sense of STEM self-efficacy such that STEM self-efficacy was higher immediately after completing the summer portion of the program than before participating in the summer portion of the program, when controlling for scores on a diagnostic exam of STEM skills and conceptual prior knowledge (n= 195; t = 2.52, p =.03). Implications for intervention participation and possible future directions are discussed.


AU  - Megan McSpedon
AU  - Margaret Beier
AU  - Brittany Bradford
AU  - Michael Wolf
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The development of collegiate STEM self-efficacy: A longitudinal study of first-year students
UR  - https://peer.asee.org/42106
DO  - 10.18260/1-2--42106
ER  -