Effects of a STEM enrichment program on high-achieving female students’ academic self-concept and psychological well-being

This study examined the effects of a science, technology, engineering, and mathematics (STEM) enrichment program on the academic self-concept and psychological well-being of 29 high-achieving female high school students in Muscat, Oman. The students completed the Academic Self-Concept Questionnaire, Ryff’s Psychological Well-Being Scale, and attitudes toward the enrichment program survey. Based on the academic confidence subscale, the students showed a statistically significant increase in the posttest compared to the pretest. As for the students’ psychological well-being, there was a statistically significant decrease in the constructs of self-acceptance and positive relations with others. There was a significant increase of the science achievement scores. Students’ perceptions about the enrichment program were generally positive. The implication of the findings is that it is important to increase females’ presence in STEM fields and diminish the gender gap in future science-related fields and professions.