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Evaluation of an Assessment Measuring Undergraduate Biology Students' Self-Efficacy and Outcome Expectations Related to Career Development

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Title: Evaluation of an Assessment Measuring Undergraduate Biology Students' Self-Efficacy and Outcome Expectations Related to Career Development
Language: English
Authors: Melissa McCartney (ORCID 0000-0001-5857-5382), Sangah Lee
Source: Journal of Microbiology & Biology Education. 2026 27(1).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Biology, Self Efficacy, Self Concept Measures, Career Development, Expectation, Test Validity, Test Reliability
ISSN: 1935-7877
1935-7885
Abstract: Improving the rate at which individuals enter STEM careers remains a national concern. STEM fields are currently facing a crisis with respect to filling jobs with qualified workers, suggesting that STEM jobs are available yet remain open and waiting for qualified graduates. While researchers have previously investigated variables, such as demographics and attrition rates for the lack of STEM graduates available to fill job vacancies in the STEM workforce, there is a critical need for additional research examining the impact of structured career development. In this article, we describe the development and evaluation of an assessment designed to measure career self-efficacy and career outcome expectations, two central factors of Social Cognitive Career Theory, and present evidence of validity in our population of students. The assessment was administered to students attending an R1 Hispanic Serving Institution in the southeastern United States during Spring 2022 (n = 600). Factor analysis indicated a one-factor self-efficacy and three-factor outcome expectation assessments. For self-efficacy, item-level analysis is presented and leveraged to further understand student career self-efficacy behaviors. Results support the potential use of the assessment for measuring undergraduate biology students' progress related to career development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504651
Database: ERIC
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  Data: Evaluation of an Assessment Measuring Undergraduate Biology Students' Self-Efficacy and Outcome Expectations Related to Career Development
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  Data: <searchLink fieldCode="AR" term="%22Melissa+McCartney%22">Melissa McCartney</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5857-5382">0000-0001-5857-5382</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sangah+Lee%22">Sangah Lee</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2026 27(1).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: 16
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept+Measures%22">Self Concept Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink>
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  Data: 1935-7877<br />1935-7885
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  Data: Improving the rate at which individuals enter STEM careers remains a national concern. STEM fields are currently facing a crisis with respect to filling jobs with qualified workers, suggesting that STEM jobs are available yet remain open and waiting for qualified graduates. While researchers have previously investigated variables, such as demographics and attrition rates for the lack of STEM graduates available to fill job vacancies in the STEM workforce, there is a critical need for additional research examining the impact of structured career development. In this article, we describe the development and evaluation of an assessment designed to measure career self-efficacy and career outcome expectations, two central factors of Social Cognitive Career Theory, and present evidence of validity in our population of students. The assessment was administered to students attending an R1 Hispanic Serving Institution in the southeastern United States during Spring 2022 (n = 600). Factor analysis indicated a one-factor self-efficacy and three-factor outcome expectation assessments. For self-efficacy, item-level analysis is presented and leveraged to further understand student career self-efficacy behaviors. Results support the potential use of the assessment for measuring undergraduate biology students' progress related to career development.
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  Data: EJ1504651
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Self Concept Measures
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Test Validity
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      – SubjectFull: Test Reliability
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      – TitleFull: Evaluation of an Assessment Measuring Undergraduate Biology Students' Self-Efficacy and Outcome Expectations Related to Career Development
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            NameFull: Sangah Lee
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              Y: 2026
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