Young, Denise Halsey2020-02-072020-02-072020-02-06vt_gsexam:23461http://hdl.handle.net/10919/96758Community college students who transfer to a bachelor's degree granting institution to complete degrees in science often change majors before graduation. Limited research is available on institutional support programs that target this specific population and how programs such as summer research and academic enrichment might increase their motivation to study and persist in a science major. The present study examined the relationship between participants' perceptions of their experience in a summer research program and their motivation to persist in science-related majors and career paths. Participants were community college students with an interest in pursuing a science major and career at the host university. All participants completed a 10-week residential summer apprenticeship-style research program. Participants completed pre- and post-surveys before voluntarily participating in a semi-structured interview that utilized questions adapted from the MUSIC Model of Academic Motivation Inventory. The findings demonstrate the relationship between program features and participants' science-related self-efficacy, science identification, science-related goals, and effort.ETDIn Copyrightcommunity college transfer studentsmotivationDissertation