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This study identified three distinct groups based on math self-efficacy, revealing how ethnicity and beliefs influence STEM interest and academic success. These findings highlight math self-efficacy

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Area of Science:

  • Educational Psychology
  • STEM Education Research

Background:

  • STEM interest and persistence are critical areas in educational research.
  • Understanding factors influencing STEM career choices is essential for student success.

Purpose of the Study:

  • To examine the impact of math self-efficacy and distal predictors on STEM interest and intentions using a person-centered approach.
  • To identify distinct subgroups within students based on their math self-efficacy.
  • To investigate how demographic, belief, and social factors predict membership in these subgroups.

Main Methods:

  • Latent profile analysis (LPA) was used to identify subgroups based on an 18-item math self-efficacy measure.
  • Predictors of class membership included ethnicity, implicit theories of math ability, and group orientation.
  • Differences in STEM interest, major choice, and GPA were analyzed across identified latent classes.

Main Results:

  • Three distinct latent classes were identified: Mastery, Moderate, and Unconfident.
  • Ethnicity, implicit theories of math ability, and group orientation significantly predicted class membership.
  • Significant differences were observed in STEM interest, major selection, and academic performance (GPA) among the three classes.

Conclusions:

  • Math self-efficacy is a crucial factor in students' choice of major and overall academic performance.
  • The identified subgroups provide a nuanced understanding of student experiences in relation to STEM.
  • Interventions should consider individual differences in math self-efficacy and related factors to foster STEM persistence.