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As students pursue a bachelor's degree in physics, they may ponder over whicharea to specialize in, such as theory, computation, or experiment. Oftenstudents develop preferences and dislikes, but it's unclear when thispreference solidifies during their undergraduate experiences. To get a betterunderstanding, we interviewed eighteen physics majors who were at differentstages of their degree regarding their interest in theory, computation, andexperimental methods. Out of the eighteen students, we chose to analyze onlynine students who rated computation and theory the lowest. Our analysis did notinclude interest in experiment because the ratings were less negative. We usedSocial Cognitive Career Theory (SCCT) and Lucidchart to analyze students'responses and create individual graphical representations of the influences foreach student. Through this, we uncovered how various factors such as learningexperiences, self-efficacy, and outcome expectations influenced their lowinterest in a particular method. We found that lack of knowledge and experienceis often the main reason why self-efficacy was lower. Students' lack ofinterest is also influenced by negative outcome expectations (e.g,math-intensive and a bad work-life balance) more than other SCCT factors. Ourfindings could help physics departments and educators identify positive andnegative factors that could lead to a more motivating and inclusive physicscurriculum.

Analyzing Physics Majors' Specialization Low Interest Using Social Cognitive Career Theory