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Background <p>STEM identity is widely linked to students’ pursuit of STEM pathways. However, prior research has focused largely on students’ current sense of belonging to STEM communities, paying less attention to identity construction processes. Drawing on Marcia’s identity status theory and extended models, STEM identity construction can be described through indicators such as <i>commitment</i>,<i> in-depth exploration</i>,<i> practices</i>,<i> affirmation</i>,<i> and reconsideration of commitment</i>. Several identity statuses such as <i>achievement</i>,<i> foreclosure</i>,<i> moratorium</i>,<i> and diffusion</i> have been categorized to reveal individuals’ envisioned possible selves in the future. Moreover, identity formation reflects the internalization of the complex interactions among personality characteristics (e.g., self-esteem), psychological needs (e.g., values, interests and competence), and social support (e.g., support from parents and peers). However, few research has tested whether STEM identity statuses differ systematically in psychological needs and social support. To address this gap, we identified STEM identity statuses among Chinese university students and examined how these statuses relate to psychological needs and perceived social support.</p> Results <p>Using <i>affirmation</i>,<i> in-depth exploration</i>,<i> practice</i>,<i> commitment</i>,<i> and reconsideration of commitment</i> scores from 235 Chinese college students, we conducted a cluster analysis and identified five STEM identity statuses: <i>Achievement</i>,<i> Utilitarian Achievement</i>,<i> Foreclosure</i>,<i> Moratorium</i>,<i> and Diffusion</i>. Subsequently, we further explored gender and STEM discipline differences across these identity statuses and found no significant differences. Multivariate analysis of variance further indicated that students in the Achievement and Utilitarian Achievement groups reported significantly higher levels of STEM motivational beliefs, STEM activities experiences, and parental and peer support than those in the Moratorium and Foreclosure groups, whereas in the Diffusion group scored the lowest across all these outcomes.</p> Conclusion <p>Identity status theory offers a useful lens for understanding the construction of STEM identity and distinguishing several STEM identity statuses. Examining STEM identity statuses and their associations with STEM motivation beliefs, STEM activity experiences, and perceived social support would also be beneficial for deeply understanding college students who persist in or escape from the STEM field. Students in Achievement and Utilitarian Achievement statuses demonstrate stronger STEM motivation, greater engagement in STEM-related activities, and higher level of parental and peer support, making them more likely to persist in STEM fields. In contrast, students in the Moratorium and Diffusion statuses tend to show greater uncertainty, lower motivation, and limited engagement, indicating a higher risk of leaving STEM pathways. These findings suggest that STEM identity status may serve as a useful diagnostic tool for the early identification of students at risk of disengaging from STEM trajectories.</p>

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STEM identity status: associations with STEM motivation beliefs, STEM activity experiences, social support from parents and peers among Chinese STEM undergraduates

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月13日

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  • Beibei Lv,
  • Baoyan Wang,
  • Lei Du,
  • Jingying Wang,
  • Xinhe Peng

摘要

Background

STEM identity is widely linked to students’ pursuit of STEM pathways. However, prior research has focused largely on students’ current sense of belonging to STEM communities, paying less attention to identity construction processes. Drawing on Marcia’s identity status theory and extended models, STEM identity construction can be described through indicators such as commitment, in-depth exploration, practices, affirmation, and reconsideration of commitment. Several identity statuses such as achievement, foreclosure, moratorium, and diffusion have been categorized to reveal individuals’ envisioned possible selves in the future. Moreover, identity formation reflects the internalization of the complex interactions among personality characteristics (e.g., self-esteem), psychological needs (e.g., values, interests and competence), and social support (e.g., support from parents and peers). However, few research has tested whether STEM identity statuses differ systematically in psychological needs and social support. To address this gap, we identified STEM identity statuses among Chinese university students and examined how these statuses relate to psychological needs and perceived social support.

Results

Using affirmation, in-depth exploration, practice, commitment, and reconsideration of commitment scores from 235 Chinese college students, we conducted a cluster analysis and identified five STEM identity statuses: Achievement, Utilitarian Achievement, Foreclosure, Moratorium, and Diffusion. Subsequently, we further explored gender and STEM discipline differences across these identity statuses and found no significant differences. Multivariate analysis of variance further indicated that students in the Achievement and Utilitarian Achievement groups reported significantly higher levels of STEM motivational beliefs, STEM activities experiences, and parental and peer support than those in the Moratorium and Foreclosure groups, whereas in the Diffusion group scored the lowest across all these outcomes.

Conclusion

Identity status theory offers a useful lens for understanding the construction of STEM identity and distinguishing several STEM identity statuses. Examining STEM identity statuses and their associations with STEM motivation beliefs, STEM activity experiences, and perceived social support would also be beneficial for deeply understanding college students who persist in or escape from the STEM field. Students in Achievement and Utilitarian Achievement statuses demonstrate stronger STEM motivation, greater engagement in STEM-related activities, and higher level of parental and peer support, making them more likely to persist in STEM fields. In contrast, students in the Moratorium and Diffusion statuses tend to show greater uncertainty, lower motivation, and limited engagement, indicating a higher risk of leaving STEM pathways. These findings suggest that STEM identity status may serve as a useful diagnostic tool for the early identification of students at risk of disengaging from STEM trajectories.