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Exploring subfield interest development in undergraduate physics students through social cognitive career theory

Dina Zohrabi Alaee1 and Benjamin M. Zwickl2

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Phys. Rev. Phys. Educ. Res. 21, 020109 – Published 21 July, 2025

DOI: https://doi.org/10.1103/cgcb-4k6z

Abstract

This study investigates how undergraduate physics majors develop an interest in specific subfields. We examine interest formation through the lens of social cognitive career theory (SCCT) using four SCCT constructs: learning experiences, self-efficacy, outcome expectations, and proximal environmental influences. We conducted 27 interviews with physics majors across multiple years of study between 2020 and 2022. Our first research question used SCCT constructs to provide detailed insights into factors affecting interest formation in various subfields of physics. We identified many factors that positively impacted students’ interests, such as positive learning experiences (e.g., coursework, experimental projects, extracurricular clubs, and self-directed learning), high self-efficacy (e.g., encourages seeking new opportunities and developing positive outlooks on future careers), outcome expectations (e.g., wanting a stable job and work-life balance), and proximal environmental factors (e.g., influences from the COVID-19 pandemic and institutional factors). Our second research question involves a comparison between the two subfields that had the largest number of students expressing interest, which were astronomy and astrophysics and biomedical physics. Exposure to astronomy occurred prior to college, while biomedical physics was usually encountered during college. Additionally, outcome expectations related to biomedical physics revolved around practical or clinical applications that helped people, while astronomy was linked to fundamental, curiosity-driven research. By understanding these factors that affect how students develop their interests, we hope to provide valuable insights to physics departments and career guidance professionals who want to better support physics majors’ transitions beyond the bachelor’s degree.

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Phys. Rev. Phys. Educ. Res. 21, 020109– Published 21 July, 2025
  • Received 16 July 2024
  • Accepted 8 July 2025
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Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

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