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Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways

Linnenbrink-Garcia, Lisa et al.

Contemporary educational psychology. Volume 53: (2018, April); pp 181-195 -- ScienceDirect

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  • Title:
    Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways
  • Author: Linnenbrink-Garcia, Lisa;
    Perez, Tony;
    Barger, Michael M.;
    Wormington, Stephanie V.;
    Godin, Elizabeth;
    Snyder, Kate E.;
    Robinson, Kristy;
    Sarkar, Abdhi;
    Richman, Laura S.;
    Schwartz-Bloom, Rochelle
  • Found In: Contemporary educational psychology. Volume 53: (2018, April); pp 181-195
  • Journal Title: Contemporary educational psychology
  • Subjects: Educational psychology--Periodicals; Expectancies--Intervention--Motivation--Science persistence--Task value; Dewey: 370.15
  • Rights: Licensed
  • Publication Details: ScienceDirect
  • Abstract: Highlights Developed a motivationally supportive undergraduate enrichment program in science. The enrichment program supported undergraduates' science motivation 8 months later. The enrichment program supported science persistence 20 months later. The enrichment program predicted science persistence indirectly via motivation. Abstract The current study reports on the efficacy of a multi-faceted motivationally designed undergraduate enrichment summer program for supporting science, technology, engineering and math (STEM) persistence. Structural equation modeling was used to compare summer program participants ( n  = 186), who participated in the program between their first and second years in college, to a propensity score matched comparison sample ( n  = 401). Participation in the summer program positively predicted science motivation (self-efficacy, task value), assessed eight months after the end of the program (second year in college). The summer enrichment program was also beneficial for science persistence variables, as evidenced by significant direct and indirect effects of the program on science course completion during students' third year of college and students' intentions to pursue a science research career assessed during the third year of college. In general, the program was equally beneficial for all participants, but ancillary analyses indicated added benefits with respect to task value for students with relatively lower prior science achievement during the first year of college and with respect to subsequent science course taking for males. Implications for developing effective interventions to reduce the flow of individuals out of STEM fields and for translating motivational theory into practice are discussed.
  • Identifier: System Number: ETOCvdc_100075826427.0x000001; Journal ISSN: 0361-476X; 10.1016/j.cedpsych.2018.03.001
  • Publication Date: 2018
  • Physical Description: Electronic
  • Shelfmark(s): 3425.181000
  • UIN: ETOCvdc_100075826427.0x000001

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