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The power of knowledgeable peers (in this case undergraduate learning assistants [LAs]) to scaffold learning in ways that can positively influence both cognitive and affective outcomes in science, technology, engineering, and mathematics (STEM), is explored in this study. In terms of the cognitive perspective, we use a metacognitive awareness (MA) framework for which the MA indicator predicts course performance. For the affective perspective, we use a disciplinary identity (DI) framework for which the DI indicator predicts discipline-specific persistence. A survey that included these indicators as well as students' experiences in STEM classes was administered to over 2000 students. Multiple regression models reveal student experiences (individually and socially) as predictors of MA and DI. Certain social learning experiences (e.g., explaining to others when the LA is present) were found to be more predictive of MA than individual learning experiences. This result provides evidence to suggest that collaborative environments may align with increased metacognitive processes. Social learning experiences (e.g., explaining to the LA) were also found to be positive and significant predictors of DI but with a smaller effect than for MA. Fully participating in group activities was found to be a significant and positive predictor of both outcomes. This study provides further evidence for the importance of active learning (both individually and socially) for both cognitive and affective outcomes as well as the growing role that LAs can play to enhance these outcomes.

It is well known that women are underrepresented in science. technology engineering and mathematics (STEM) and that their interest declines more steeply over the schooling years. As such, this study uses a STEM identity theoretical framework to examine the effects of early STEM experiences, focusing particularly on experiences that may be more formative for female students. Given that early experiences are a form of capital, the study is also guided by nuanced perspectives on STEM capital and STEM identity capital. The data used were drawn from surveys administered to 15,725 college students. Blocked regression models were utilized and the results indicated a significant effect on STEM identity for students who reported encouragement in STEM from elementary school teachers, using STEM toys/kits, watching STEM-related TV programs or movies, playing STEM computer/video games, and observing or studying stars and other astronomical objects. Negative experiences included baking/cooking/kitchen chemistry and writing about STEM. To examine which of these experiences had long-lasting impact in the face of intervening experiences in middle/high school, controls were provided for middle/high school STEM interest. This indicated early experiences that translated to STEM identity capital in the future. Only observing stars became nonsignificant, while the other early experiences likely contributed to STEM identity capital. The findings highlight early experiences that can be formative for STEM identity years later (i.e., STEM identity capital) despite intervening years of changing STEM interest. As such, the results provide both practical and theoretical insight into understanding the development and maintenance of STEM identity.