Self-efficacy influences program persistence

The literature review is organized to offer the reader a gestalt concerning the issue of persistence in STEM programs, how self-efficacy plays a role, as well as gender differences beginning with pre-collegiate through graduate school. This review of the
literature provides an analysis as to: a) factors which correlate to differing levels of academic achievement in STEM courses as well as persistence in these programs; b)contributing factors which influence students' academic self-efficacy levels; c) evidence
of the relationship between academic self-efficacy and persistence in STEM students; and d) evidence that supports gender differences, beginning in middle schools and continues through the collegiate years, affecting STEM program persistence