Exploring High Interest in Theoretical and Computational Physics Among Undergraduates Through Social Cognitive Career Theory

Abstract

This study investigates how strong an interest in theoretical and computational physics develops among undergraduate physics majors. While broad exposure to theoretical, computational, and experimental methods is essential for supporting students' career decision-making in physics, curricular and institutional barriers often limit these opportunities. Using Social Cognitive Career Theory, we examined how strong interest develops by analyzing interviews with 18 physics majors, focusing on 10 who showed the highest interest in theoretical or computational methods. Using causal maps, we identified key influences on interest developments, including self-directed learning, coursework, mentorship, and early research exposure. Outcome expectations, like enjoying math or seeking practical skills, also shaped interest. These findings can guide departments in refining curricula and advising to better support student exploration and interest formation across theoretical and computational physics.