{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/21015"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/21015","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"STEM Identity, Sense of Belonging, and Academic Engagement: Motivational Pathways Among Undergraduate STEM Students","abstract":"Background: Academic success and engagement in STEM are shaped not only by students’ preparation but also by their psychological experiences within learning environments. Grounded in social cognitive theory (Bandura, 1986) and situated expectancy–value theory (Eccles & Wigfield, 2002), this dissertation examines how STEM identity development, sense of belonging, and self-efficacy jointly support students’ motivation and engagement. Although recent work has expanded multidimensional assessments of STEM identity, few studies conceptualize identity as a dynamic developmental process. Likewise, while self-efficacy reliably predicts achievement, the mechanisms linking belonging to engagement in STEM remain insufficiently understood. Purpose: Study 1 investigates STEM identity development as a dynamic process of commitment, in-depth exploration, and reconsideration, and examines how these identity processes relate to achievement motivation. Study 2 tests a mediation model in which STEM-specific belonging predicts academic engagement, both directly and indirectly through academic self-efficacy. Methods: Data were collected from 235 undergraduate STEM majors at a large metropolitan public university; five cases were excluded for missing data, yielding a final sample of N = 230 for both studies. Surveys were administered in person during class sessions between Fall 2024 and Spring 2025. Study 1 used confirmatory factor analysis and MIMIC modeling to evaluate the adapted U-MICS and demographic predictors, followed by structural equation modeling to test associations with task-value beliefs, including intrinsic value, cost, and attainment–utility value. Study 2 used path analysis to estimate direct and indirect effects of sense of belonging on academic engagement via academic self-efficacy, including race and gender as covariates. Results: Study 1 supported a 12-item, three-factor identity development structure. Older students reported more exploration and less reconsideration, and women reported higher commitment. STEM identity dimensions showed distinct associations with intrinsic value, cost, and attainment–utility value. Study 2 showed that sense of belonging significantly predicted academic engagement, both directly and indirectly via self-efficacy. Conclusion: Across both studies, STEM identity, belonging, and self-efficacy emerged as mutually reinforcing developmental processes that shape motivation and engagement. Findings highlight the importance of identity-affirming and inclusive environments to support students’ sustained participation and success in STEM.","abstract_html":"Background: Academic success and engagement in STEM are shaped not only by students’ preparation but also by their psychological experiences within learning environments. Grounded in social cognitive theory (Bandura, 1986) and situated expectancy–value theory (Eccles & Wigfield, 2002), this dissertation examines how STEM identity development, sense of belonging, and self-efficacy jointly support students’ motivation and engagement. Although recent work has expanded multidimensional assessments of STEM identity, few studies conceptualize identity as a dynamic developmental process. Likewise, while self-efficacy reliably predicts achievement, the mechanisms linking belonging to engagement in STEM remain insufficiently understood. Purpose: Study 1 investigates STEM identity development as a dynamic process of commitment, in-depth exploration, and reconsideration, and examines how these identity processes relate to achievement motivation. Study 2 tests a mediation model in which STEM-specific belonging predicts academic engagement, both directly and indirectly through academic self-efficacy. Methods: Data were collected from 235 undergraduate STEM majors at a large metropolitan public university; five cases were excluded for missing data, yielding a final sample of N = 230 for both studies. Surveys were administered in person during class sessions between Fall 2024 and Spring 2025. Study 1 used confirmatory factor analysis and MIMIC modeling to evaluate the adapted U-MICS and demographic predictors, followed by structural equation modeling to test associations with task-value beliefs, including intrinsic value, cost, and attainment–utility value. Study 2 used path analysis to estimate direct and indirect effects of sense of belonging on academic engagement via academic self-efficacy, including race and gender as covariates. Results: Study 1 supported a 12-item, three-factor identity development structure. Older students reported more exploration and less reconsideration, and women reported higher commitment. STEM identity dimensions showed distinct associations with intrinsic value, cost, and attainment–utility value. Study 2 showed that sense of belonging significantly predicted academic engagement, both directly and indirectly via self-efficacy. Conclusion: Across both studies, STEM identity, belonging, and self-efficacy emerged as mutually reinforcing developmental processes that shape motivation and engagement. Findings highlight the importance of identity-affirming and inclusive environments to support students’ sustained participation and success in STEM.","abstract_has_math":false,"creators":["Tran, Minh Hao Dinh 1993-"],"institution":"University of Houston","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Measurement, Quantitative Methods, and Learning Science","degree_department":null,"school":null,"contributors":[],"advisors":["Fan, Weihua"],"committee_chairs":[],"committee_members":["Olvera, Norma","Master, Allison","De La Rosa-Pohl, Diana","Arbona, Consuelo"],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-24T02:33:06Z","subjects":["Academic engagement","Achievement motivation","Academic self-efficacy","Sense of belonging","STEM identity"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10657/21015","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Fan, Weihua"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Olvera, Norma","Master, Allison","De La Rosa-Pohl, Diana","Arbona, Consuelo"]},{"key":"dc:creator","label":"Author","values":["Tran, Minh Hao Dinh 1993-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-04-02T17:06:07Z"]},{"key":"dc:date.issued","label":"Date","values":["2026-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Measurement, Quantitative Methods, and Learning Science"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic engagement","Achievement motivation","Academic self-efficacy","Sense of belonging","STEM identity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10657/21015"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background: Academic success and engagement in STEM are shaped not only by students’ preparation but also by their psychological experiences within learning environments. Grounded in social cognitive theory (Bandura, 1986) and situated expectancy–value theory (Eccles & Wigfield, 2002), this dissertation examines how STEM identity development, sense of belonging, and self-efficacy jointly support students’ motivation and engagement. Although recent work has expanded multidimensional assessments of STEM identity, few studies conceptualize identity as a dynamic developmental process. Likewise, while self-efficacy reliably predicts achievement, the mechanisms linking belonging to engagement in STEM remain insufficiently understood. Purpose: Study 1 investigates STEM identity development as a dynamic process of commitment, in-depth exploration, and reconsideration, and examines how these identity processes relate to achievement motivation. Study 2 tests a mediation model in which STEM-specific belonging predicts academic engagement, both directly and indirectly through academic self-efficacy. Methods: Data were collected from 235 undergraduate STEM majors at a large metropolitan public university; five cases were excluded for missing data, yielding a final sample of N = 230 for both studies. Surveys were administered in person during class sessions between Fall 2024 and Spring 2025. Study 1 used confirmatory factor analysis and MIMIC modeling to evaluate the adapted U-MICS and demographic predictors, followed by structural equation modeling to test associations with task-value beliefs, including intrinsic value, cost, and attainment–utility value. Study 2 used path analysis to estimate direct and indirect effects of sense of belonging on academic engagement via academic self-efficacy, including race and gender as covariates. Results: Study 1 supported a 12-item, three-factor identity development structure. Older students reported more exploration and less reconsideration, and women reported higher commitment. STEM identity dimensions showed distinct associations with intrinsic value, cost, and attainment–utility value. Study 2 showed that sense of belonging significantly predicted academic engagement, both directly and indirectly via self-efficacy. Conclusion: Across both studies, STEM identity, belonging, and self-efficacy emerged as mutually reinforcing developmental processes that shape motivation and engagement. Findings highlight the importance of identity-affirming and inclusive environments to support students’ sustained participation and success in STEM."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["STEM Identity, Sense of Belonging, and Academic Engagement: Motivational Pathways Among Undergraduate STEM Students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Fan, Weihua"],"dc:contributor.committeemember":["Olvera, Norma","Master, Allison","De La Rosa-Pohl, Diana","Arbona, Consuelo"],"dc:creator":["Tran, Minh Hao Dinh 1993-"],"dc:date.accessioned":["2026-04-02T17:06:07Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["Background: Academic success and engagement in STEM are shaped not only by students’ preparation but also by their psychological experiences within learning environments. Grounded in social cognitive theory (Bandura, 1986) and situated expectancy–value theory (Eccles & Wigfield, 2002), this dissertation examines how STEM identity development, sense of belonging, and self-efficacy jointly support students’ motivation and engagement. Although recent work has expanded multidimensional assessments of STEM identity, few studies conceptualize identity as a dynamic developmental process. Likewise, while self-efficacy reliably predicts achievement, the mechanisms linking belonging to engagement in STEM remain insufficiently understood. Purpose: Study 1 investigates STEM identity development as a dynamic process of commitment, in-depth exploration, and reconsideration, and examines how these identity processes relate to achievement motivation. Study 2 tests a mediation model in which STEM-specific belonging predicts academic engagement, both directly and indirectly through academic self-efficacy. Methods: Data were collected from 235 undergraduate STEM majors at a large metropolitan public university; five cases were excluded for missing data, yielding a final sample of N = 230 for both studies. Surveys were administered in person during class sessions between Fall 2024 and Spring 2025. Study 1 used confirmatory factor analysis and MIMIC modeling to evaluate the adapted U-MICS and demographic predictors, followed by structural equation modeling to test associations with task-value beliefs, including intrinsic value, cost, and attainment–utility value. Study 2 used path analysis to estimate direct and indirect effects of sense of belonging on academic engagement via academic self-efficacy, including race and gender as covariates. Results: Study 1 supported a 12-item, three-factor identity development structure. Older students reported more exploration and less reconsideration, and women reported higher commitment. STEM identity dimensions showed distinct associations with intrinsic value, cost, and attainment–utility value. Study 2 showed that sense of belonging significantly predicted academic engagement, both directly and indirectly via self-efficacy. Conclusion: Across both studies, STEM identity, belonging, and self-efficacy emerged as mutually reinforcing developmental processes that shape motivation and engagement. Findings highlight the importance of identity-affirming and inclusive environments to support students’ sustained participation and success in STEM."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10657/21015"],"dc:language.iso":["English"],"dc:subject":["Academic engagement","Achievement motivation","Academic self-efficacy","Sense of belonging","STEM identity"],"dc:title":["STEM Identity, Sense of Belonging, and Academic Engagement: Motivational Pathways Among Undergraduate STEM Students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Measurement, Quantitative Methods, and Learning Science"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:33:06Z"}