The purpose of this dissertation was to investigate self-efficacy as a potential mediator in the relationship between the amount of time students spent during high school participating in the arts and their current science, technology, engineering, and mathematics (STEM) motivation levels. The study participants (N = 68) were between the ages of 18 and 24 coming from across the continental United States. Participation in this study was limited to students currently enrolled in community college or potential students who were considering such enrollment. This study was conducted online via Survey Monkey. Participants completed the Science Motivation Questionnaire (SMQ) and were asked questions to quantify their arts participation during high school. This study investigated three hypotheses. The first two hypotheses, that there is no significant predictive correlation between the amount of time a student spends participating in the arts during high school and their STEM motivation and self-efficacy when they begin community college, were rejected. The third hypothesis, that self-efficacy does not mediate a predictive relationship between student arts participation and STEM motivation, was not rejected. This quantitative study was done using Hayes' PROCESS with 95% confidence at a = 0.05 level. The results found no mediation of significance with an indirect effect of arts participation on STEM motivation of b = 0.003, 95% CI [ -0.000, 0.009], and a direct effect of b = 0.003 at p < 0.05. Arts participation was correlated to self-efficacy, b = 0.006 at p < 0.05. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]