We report results from two studies testing the Mediation Model of Research Experiences, which posits that science (or engineering) self‐efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self‐efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre–post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self‐efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self‐efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among White and underrepresented minority undergraduate students.

中文翻译：

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自我效能和身份在调解STEM支持经验效果中的作用。

我们报告了两项研究测试中介模式的研究结果，该研究假设科学（或工程）的自我效能和作为科学家（或工程师）的身份可以调解支持计划与学生对科学，技术，工程的承诺之间的联系。和数学（STEM）事业。研究1包括502名已入学且即将毕业的本科STEM学生。结构方程模型分析表明，研究经验，仪器指导以及对科学家社区的参与都与科学，工程技术的自我效能感和科学家/工程师身份的调解有关，致力于STEM事业。与种族的互动很少，而与性别的互动则没有。在研究2中，在计划的开始和结束时，都用类似的工具对63名科学/工程支持计划的大学生进行了调查。事后分析表明，随着社区参与程度的增加，科学/工程自我效能的提高与之相关；而随着科学/工程身份的长期发展，其对STEM职业的投入也随之增加。两者合计，表明身份和自我效能感等心理过程对于理解科学/工程支持计划有助于增强白人和代表性不足的少数民族本科生对STEM事业的投入的具体方式的重要性。事前分析表明，随着社区参与程度的增加，科学/工程自我效能的提高与之相关；而随着科学/工程身份的不断发展，其对STEM职业的投入也随之增加。综上所述，这两项研究表明，身份认同和自我效能感等心理过程对于理解科学/工程支持计划有助于增强白人和代表性不足的少数民族本科生对STEM事业的投入的具体方式的重要性。事前分析表明，随着社区参与程度的增加，科学/工程自我效能的提高与之相关；而随着科学/工程身份的不断发展，其对STEM职业的投入也随之增加。综上所述，这两项研究表明，身份认同和自我效能感等心理过程对于理解科学/工程支持计划有助于增强白人和代表性不足的少数民族本科生对STEM事业的投入的具体方式的重要性。