ArticleCBE life sciences education2019
Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Scalability and Longitudinal Analysis of Three Cohorts from a Six-Day Pre-College Engagement STEM Academy Program.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed, 27 citations in OpenAlex.
- Evidence for College Students' Decreasing Sense of Belonging over Time: Direct and Moderated Results.International journal of environmental research and public health · 2025Article
- Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging.CBE life sciences education · 2024Article
- Celebrating Diverse Voices in Neuroscience: Introducing Project DiViNe.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2022Article
- Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM.Journal of microbiology & biology education · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 2 institutions in 1 country.
Funding
Abstract
In a previous report, we validated that a cohort of first-year undergraduates who participated in a weeklong pre-college engagement STEM Academy (SA) program were retained in science, technology, engineering, and mathematics (STEM) at a higher rate than a matched comparison group (MCG). In addition, SA students yielded increases in science identity and sense of belonging to STEM and to the university. Here, we report the ability to scale the size of the SA program to accommodate more students and replicate the previous findings with two additional cohorts. Longitudinal analysis of the 2015 and 2016 program cohorts demonstrate that both groups were retained to STEM disciplines and the university at higher rates than a MCG. To assess what underlying psychological mechanisms lead to increases in science identity and university belonging, we tested three exploratory models. These models indicate that positive changes in university and STEM belonging indirectly predict an increase in science identity. Further, positive changes in perceived family support indirectly predict increases in university belonging. Thus, through the evaluation of three different cohorts, we found robust evidence that the SA program increases sense of belonging and science identity, and these attitudinal changes promote undergraduate persistence in STEM.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.