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

This study investigates how strong 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. Building on prior work that examined factors for low interest in theoretical and computational physics, we use Social Cognitive Career Theory to understand how high levels of interest are also formed. We conducted in-depth interviews with eighteen physics majors at various stages of their degrees, focusing our analysis on ten students who expressed the strongest interest in theoretical or computational approaches. Using causal mapping, we identified key factors influencing interest development, including self-directed learning, foundational coursework in college and high school, the impact of inspiring instructors and mentors, and early exposure to research. Outcome expectations, such as enjoying mathematical work for theory or wanting practical skills for computation, also played a role in fostering interest in these methods. We hope departments can use these insights to redesign curricula and advising practices to better support student exploration and interest formation across theoretical and computational physics.