Self-efficacy
Project SCORE: youth research and STEM self-efficacy
Open access · cc by · source: Europe PMC
A Mississippi youth participatory action and near-peer mentoring pipeline was feasible and well liked, with modest non-significant gains in STEM self-efficacy and career interest.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Digital learning experiences and training contexts are studied as correlates of ICT or teaching-related self-efficacy and related engagement outcomes.
Evidence for the claim as stated.
Study at a glance
- Design
- Other — Educational program description/evaluation of a student-centered outcomes-research experience
- N
- Program evaluation; primary student N not extracted
- Population
- Students in an outcomes-research training experience
- Outcome
- Student experience and outcomes in a student-centered research program
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Inspect source passages
Project SCORE: youth research and STEM self-efficacy
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
109 teens enrolled from 2021 to 2025.
Project SCORE met its recruitment goal, as teen participant enrollment included 109 total students from 2021 to 2025.
Just under half (47%) completed both pre and post surveys.
While 109 students have participated in the program, just under half (47%) completed both the pre and post survey.
Key findings
109 teens enrolled from 2021–2025. Completers attended well; pre–post differences were not statistically significant, though trends favored STEM self-efficacy, STEM career interest, and public-health communication, with a small health-literacy decrease. Satisfaction and belonging were strong; summer camp respondents were highly positive.
Methodology
Project SCORE engaged high-school teens through community partners in youth participatory action research with near-peer mentors, collecting pre/post surveys on STEM self-efficacy, career interest, health literacy, belonging, and program satisfaction across academic-year and summer components.
Limitations
It is not a randomized efficacy trial, completion of paired surveys was incomplete, and modest trends cannot establish causal effects of YPAR or mentoring on STEM outcomes.
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