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Abstract

Using data from 473 first-generation college students (FGCS) in engineering, the study tested a social cognitive career theory (SCCT) model of persistence and examines model invariance by participation in college science, technology, engineering, and mathematics (STEM) programs. Data from two survey waves collected 1 year apart were analyzed with structural equation modeling. Results supported a temporal pathway from engineering self-efficacy to lower negative outcome expectations and a cross-sectional link between persistence intention goals and observed persistence behaviors. The hypothesized temporal effect of negative outcome expectations on persistence goals was not supported. Multigroup analyses indicated that FGCS who participated in STEM support programs required lower levels of persistence intentions to persist compared with nonparticipants, suggesting such programs reduce the threshold needed to translate intentions into behavior. Findings underscore the role of self-efficacy in shaping expectations over time and highlight STEM support programs as scalable levers to promote FGCS persistence in engineering.

Keywords

first-generation college students engineering social cognitive career theory persistence college STEM program

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Influence of College STEM Program Participation on Persistence Among First-Generation Engineering Students

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