Perceived communal goal affordances in STEM roles positively predict later persistence intentions among Indigenous STEM students, controlling for baseline¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Indigenous STEM students who perceived more communal goal affordances in STEM careers reported higher persistence intentions six months later, controlling for baseline intentions and belonging (a positive direct path in a correlational longitudinal regression, which cannot show that the perceptions cause the change). → Yu Fanyi 2025

Evidence¶

Yu Fanyi 2025¶

Yu Fanyi, Nyanamba Juliet M., Anderson Brittany, DeerInWater Kathy, Estrada Mica, Hosoda K. Kanoho, Maldonado Natalia, Smith Tiffany, Flores Lilibeth, & Hernandez Paul R. (2025). Navigating Science Pathways: Belonging Mediates the Impact of Goal Congruity on Persistence (but Not Life Satisfaction) Among Indigenous Students. Journal of Educational Psychology. https://doi.org/10.1037/edu0000967

q2 · i? · associational · r2

Hierarchical regression in the main analyses of the longitudinal study (analytic N = 127, three waves six months apart) predicting persistence intentions at T3 from baseline intentions, belonging, incongruity, and affordances. The article reports that "goal affordances (Step 4) improved the prediction of future persistence intentionsT3": adding communal and agentic affordances together raised R² from .390 to .476 (ΔR² = .106, p < .001), and communal affordances carried the path (unstandardized B = 0.042, SE 0.011, p < .001; agentic B = −0.002, n.s.). No standardized effect is printed for communal affordances alone, hence i?. The design is observational, so the "direct effect" is a regression path, not evidence that the perceptions cause higher intentions.

"The results also showed that baseline intentions (Step 1), the sense of belongingT2 (Step 2), and goal affordances (Step 4) improved the prediction of future persistence intentionsT3, but goal incongruity did not (Step 3"

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Agentic goal incongruity negatively predicts Indigenous students' persistence intentions indirectly through reduced sense of belonging — related
• Indigenous STEM students endorse communal goals more strongly than agentic goals, but perceive similar levels of communal and agentic affordances in STEM — related
• Communal goal incongruity shows a significant negative indirect effect on persistence intentions through belonging, though weaker than expected — related
• Utility-value interventions enhance perceived utility value, engagement, performance, and persistence in introductory college science courses — a broader claim this one bears on
• Goal affordances, goal incongruity, and belonging show no association with global life satisfaction among Indigenous STEM students — related
• No significant gender differences in communal or agentic goal affordances, endorsements, or incongruity among Indigenous STEM students — related