Situational Interest and Scientific Self‐Efficacy: Influence of an Energy Science Career Intervention

Abstract

This study examined the efficacy of a career intervention aimed at promoting adolescents’ perceptions of scientific self‐efficacy (SSE), as well as interest in specific activities and careers relevant to energy science. One hundred thirty‐four adolescents (60 girls, 74 boys) completed self‐efficacy and interest measures on 4 occasions (Time [T] T1 to T4]) during the course of the 6‐day intervention. Results of latent change modeling yielded evidence of significant growth in SSE from T1 to T4. Results of a multiple regression analysis also revealed that situational interest in an energy science activity at T2 was a significant positive predictor of SSE at T4, thus offering further clarity regarding the theorized sequence of causal relations between interest and self‐efficacy. Findings call attention to the need for future research on the role of task‐level interest in the social cognitive career theory framework and highlight the importance of mastery experiences in the delivery of science, technology, engineering, and mathematics career interventions.

Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students

“…Dabney et al (2012) observed a strong relationship between professional interest in Science, Technology, Engineering and Mathematics (STEM) and participation in extracurricular scientific events since they can influence students' interest in scientific careers (Aubusson et al, 2012), or in scientific activities outside school hours. The importance of mastery experiences in promoting science, technology, engineering, and mathematics related careers has also been highlighted (Deemer & Sharma, 2019).…”