ArticleJournal of microbiology & biology education2023
Undergraduate STEM Students' Science Communication Skills, Science Identity, and Science Self-Efficacy Influence Their Motivations and Behaviors in STEM Community Engagement.
Article in Journal of microbiology & biology education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Examination of undergraduate learning assistants' science communication and science teaching approaches.Journal of microbiology & biology education · 2026Article
- Students as science communicators: using podcast creation and reflection via collaborative autoethnography to develop students' science communication skills.Journal of microbiology & biology education · 2026Article
- Assessing the influence of diverse skills on employability outcomes for IT undergraduates.PloS one · 2026Article
- Understanding healthcare professionals' participation in social media health knowledge popularization: insights from the UTAUT model and perceived risk theory.BMC health services research · 2025Article
- How Latiné STEM Students' Identities Shaped Community Engagement: A Case Study.CBE life sciences education · 2025Article
- Undergraduate Biology Students' Climate Change Communication Experiences Indicate a Need for Discipline-Based Education Research on Science Communication Education about Culturally Controversial Science Topics.CBE life sciences education · 2025Article
- Stop the spread: Empowering students to address misinformation through community-engaged, interdisciplinary science communication training.Journal of research in science teaching · 2025Article
- Undergraduate Student Experience and Motivation Influence Perceived Benefits of Participation in Community Outreach.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2025Article
- Bee The CURE: Increasing Student Science Self-Efficacy, Science Identity, and Predictors of Scientific Civic Engagement in a Community College CURE.CBE life sciences education · 2024Article
- Development of a Scale to Measure Planned Behavior in Inclusive Science Communication: Validity Evidence in Undergraduate STEM Students.CBE life sciences education · 2024Article
- Upper-level inter-disciplinary microbiology CUREs increase student's scientific self-efficacy, scientific identity, and self-assessed skills.Journal of microbiology & biology education · 2024Article
- Examination of public perceptions of microbes and microbiomes in the United States reveals insights for science communication.PloS one · 2024Article
- Article
- Teaching the physiology of the human body in non-formal spaces: pilot experience of a Service-Learning methodology and the interaction between students of different educational levels.Frontiers in physiology · 2023Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While numerous studies have examined how scientists perceive doing public communication and engagement, there is limited research on undergraduate science, technology, engineering, and math (STEM) student attitudes toward these meaningful activities. Undergraduate students are more diverse than STEM faculty and may serve as boundary spanners in communities, so exploring their motivations and behaviors in STEM engagement is valuable. For scientists, confidence in communication skills is one driver of public engagement behavior. In this study, we utilized a survey to examine how undergraduate STEM students' science communication skills as well as their science identity and science self-efficacy may drive motivation and behaviors in STEM community engagement. Our findings revealed that STEM students are motivated to do community engagement but lack opportunities to actually do these behaviors. Regression analyses revealed that year in academic progression did not increase STEM students' attitudes and behaviors in community engagement. However, science communication skills, science identity, and science self-efficacy were all predictors of student motivation and behaviors in STEM community engagement. These findings suggest that universities should intentionally provide training in science communication, continue providing support for students developing science identity and self-efficacy, and develop opportunities for undergraduate STEM students to do science outreach and engagement activities.
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Registered trials
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