– Belief in one’s ability to achieve in STEM and the quality of students’ academic experiences (level of challenge, hands-on nature, and adequacy of preparation for careers) were predictors of STEM majors in college.
– The fact that a majority (74.2%) of participants majored in a STEM field in college and 73% of those who attended graduate school selected a STEM concentration supports the premise that ability plays a role in the selection of STEM careers. However, the fact that others stepped off the pathway as early as college is evidence of the involvement of other factors.
– Even when holding cohort membership, interest, SAT scores, and self-efficacy constant, participants who believed their college STEM courses had (a) been appropriately challenging, (b) involved hands-on experiences, (c) delivered much content knowledge, and (d) made careers in science seem available were more likely to choose STEM majors.
– Self-efficacy in STEM while in college was a predictor of college majors in both cohorts. Participants were clearly talented and interested in STEM during the time of the STS competition, but some stepped off the STEM pathway, and part of the reason appears to be associated with lower self-efficacy.
– Students who view the goal of learning to be successful performance (e.g., good grades) and fear failure may not persist in the face of difficulty, whereas individuals who view the goal of learning to be continual progress toward mastery of a content area or skill may demonstrate greater persistence.
* Factors that impact the persistence of talented science students.