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Wang MT, Henry DA, Wu W, Del Toro J, Huguley JP. Racial stereotype and Black adolescents' math achievement: Unpacking the socio-cognitive mechanisms. J Sch Psychol 2024; 106:101350. [PMID: 39251322 DOI: 10.1016/j.jsp.2024.101350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 07/01/2024] [Accepted: 07/01/2024] [Indexed: 09/11/2024]
Abstract
Racial stereotypes are salient to Black adolescents and to the academic domain of mathematics; however, few studies have examined the socio-cognitive mechanisms through which racial stereotypes impact math achievement. This 2-year longitudinal study (N = 790 Grade 6, 8, and 10 students during Year 1; 50.7% girls and 49.3% boys) investigated (a) the extent to which the endorsement of positively and negatively biased racial stereotypes predicted Black adolescents' math performance through their cognitive engagement and ability mindset and (b) whether gender and ethnic-racial identity moderated these links. Results suggested that endorsement of negatively biased stereotypes was associated with diminished cognitive engagement and lower math scores across 2 years (p < .05). Additionally, adolescents' ethnic-racial identity commitment moderated the negative links between stereotype endorsement and math cognitive engagement in Year 2 (p < .05). When considering the mediating role of math ability mindsets, the endorsement of both positively and negatively biased racial stereotypes operated on math performance via its links to stronger fixed ability mindset beliefs in both years (p < .05). Gender also moderated the effects of racial stereotype endorsement on math mindset beliefs in Year 1 (p < .01). This study's findings advance the field's understanding of the psychosocial mechanisms through which racial stereotypes operate, thus enabling educators to develop tailored practices that facilitate equitable access to math learning opportunities.
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Puente K, Simpkins SD, Eccles JS. Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations. J Adolesc 2024; 96:1182-1197. [PMID: 38616412 DOI: 10.1002/jad.12328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 03/05/2024] [Accepted: 04/01/2024] [Indexed: 04/16/2024]
Abstract
INTRODUCTION Parents' science support and adolescents' motivational beliefs are associated with adolescents' expectations for their future occupations; however, these associations have been mostly investigated among White, middle-class samples. Framed by situated expectancy-value theory, the current study investigated: (1) the associations between parents' science support in 9th grade and Latine adolescents' science intrinsic value, utility value, and STEM career expectations in 11th grade, and (2) whether these indicators and the relations among them differed by adolescents' gender and parents' education. METHODS Study participants included Latine adolescents (n = 3060; Mage = 14.4 years old; 49% female) in the United States from the High School Longitudinal Study of 2009. RESULTS Analyses revealed a significant, positive association between parents' science support and Latine adolescents' science utility value. Additionally, there was a significant, positive association between parents' science support and Latinas' science intrinsic value, but not for Latinos' science intrinsic value. Latine adolescents' science utility value, but not their science intrinsic value, predicted their concurrent STEM career expectations. Though there were no significant mean level differences in adolescents' science utility value or parents' science support based on adolescents' gender, the measure of adolescents' science intrinsic value varied across girls and boys. Finally, adolescents whose parents had a college degree received greater science support from parents compared to adolescents whose parents had less education than a college degree. CONCLUSION Findings suggest parents' science support and adolescents' intrinsic and utility values have potential associations with Latine adolescents' STEM career expectations near the end of high school.
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Affiliation(s)
- Kayla Puente
- Department of Psychology, Lewis & Clark College, Portland, Oregon, USA
| | - Sandra D Simpkins
- School of Education, University of California, Irvine, California, USA
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Cuder A, Pellizzoni S, Di Marco M, Blason C, Doz E, Giofrè D, Passolunghi MC. The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38977942 DOI: 10.1111/bjep.12707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 06/28/2024] [Indexed: 07/10/2024]
Abstract
INTRODUCTION In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. METHODS We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. RESULTS Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. CONCLUSION Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.
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Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | | - Miriana Di Marco
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Claudia Blason
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Genoa, Italy
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Lee BH, Hu X, Flores LY, Navarro RL. The Role of Contextual Variables and Structural Diversity on College Students' Engineering Self-Efficacy. Behav Sci (Basel) 2024; 14:564. [PMID: 39062387 PMCID: PMC11274101 DOI: 10.3390/bs14070564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2024] [Revised: 06/23/2024] [Accepted: 06/29/2024] [Indexed: 07/28/2024] Open
Abstract
Structural diversity is defined as the numerical representation of diverse racial/ethnic student groups on campus as one way of exposing students to diversity in higher education. The current study implemented the concept of structural diversity on faculty in higher education, given the significant and unique roles in STEM education. We integrated the proportion of URM faculty within the College of Engineering as a moderating variable in the social cognitive career theory (SCCT) model. With a sample of 254 diverse engineering students from six universities, the results indicated that both perceived engineering barriers and perceived engineering supports significantly related to perceived self-efficacy even after controlling for the effects of the other. Perceived engineering supports mediated the effects of engineering barriers on self-efficacy. Moreover, a moderated mediation effect by the proportion of URM faculty was observed, showing that when the proportion of URM faculty reached a certain level, high levels of perceived engineering barriers had no effect on increasing perceived engineering supports. Implications for fostering career development in engineering with a systematic-tailored approach are discussed.
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Affiliation(s)
- Bo Hyun Lee
- Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, OH 43210, USA
| | - Xiaotian Hu
- Department of Educational, School & Counseling Psychology, College of Education & Human Development, University of Missouri, Columbia, MO 65201, USA;
| | - Lisa Y. Flores
- Psychological Science, College of Arts and Science, University of Missouri, Columbia, MO 65201, USA;
| | - Rachel L. Navarro
- Education, Health & Behavior Studies, College of Education & Human Development, University of North Dakota, Grand Forks, ND 58202, USA;
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Ozturk E, Zhao M, Hoffman AJ, Joy A, Marlow CS, Law F, Deutsch AR, Mathews CJ, McGuire L, Balkwill F, Burns K, Butler L, Drews M, Fields G, Smith H, Winterbottom M, Rutland A, Hartstone-Rose A, Mulvey KL. Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity. J Youth Adolesc 2024; 53:1542-1563. [PMID: 38418750 DOI: 10.1007/s10964-024-01949-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 02/04/2024] [Indexed: 03/02/2024]
Abstract
Motivation is a key factor in engagement, achievement, and career choices in science, technology, engineering, and mathematics (STEM). While existing research has focused on student motivation toward math in formal school programs, new work is needed that focuses on motivation for those involved in informal STEM programs. Specifically, the role of math mindset and perceived inclusivity of informal STEM sites (to those of varying gender and ethnic backgrounds) on longitudinal trajectories of adolescents' math motivation has not been explored. This study investigates longitudinal changes in math expectancy, interest, and utility values and the effects of math fixed mindset, math growth mindset, and perceptions of the inclusivity of informal STEM learning sites on these changes for adolescents participating in STEM programs at these informal sites in the United Kingdom and the United States (n = 249, MT1age = 15.2, SD = 1.59). Three latent growth curve models were tested. The data suggest that math expectancy, interest, and utility values declined over three years. Growth mindset positively predicted changes in utility, while fixed mindset negatively predicted changes in utility. Inclusivity positively influenced the initial levels of utility. Girls reported lower initial expectancy than boys. Age influenced both the initial levels and rate of change for expectancy. Older adolescents had lower levels of expectancy compared to their younger counterparts; however, they had a less steep decline in expectancy over three years. These findings suggest that designing inclusive learning environments and promoting growth mindset may encourage math motivation.
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Affiliation(s)
- Emine Ozturk
- North Carolina State University, Raleigh, NC, USA.
| | - Mengya Zhao
- University of Exeter, Exeter, UK
- University of Liverpool, Liverpool, UK
| | | | | | | | | | | | | | | | | | - Karen Burns
- Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
| | | | - Marc Drews
- EdVenture Children's Museum, Columbia, SC, USA
| | - Grace Fields
- School District Five of Lexington and Richland Counties, Columbia, SC, USA
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6
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Ozturk E, Zhao M, Joy A, Marlow CS, Law F, Deutsch AR, Mathews CJ, Hoffman AJ, McGuire L, Winterbottom M, Balkwill F, Burns K, Butler L, Drews M, Fields G, Smith H, Rutland A, Hartstone-Rose A, Mulvey KL. The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs. PLoS One 2024; 19:e0294276. [PMID: 38593114 PMCID: PMC11003616 DOI: 10.1371/journal.pone.0294276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 10/30/2023] [Indexed: 04/11/2024] Open
Abstract
Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents' expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents' utility values. The findings suggest that parents' math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.
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Affiliation(s)
- Emine Ozturk
- Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Mengya Zhao
- Department of Psychology, University of Exeter, Exeter, United Kingdom
- Department of Primary Care and Mental Health, University of Liverpool, Liverpool, United Kingdom
| | - Angelina Joy
- Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana, United States of America
| | - Christina S. Marlow
- Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Fidelia Law
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Ashley R. Deutsch
- Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Channing J. Mathews
- Department of Psychology, University of Virginia, Charlottesville, Virginia, United States of America
| | - Adam J. Hoffman
- Department of Psychology, Cornell University, Ithaca, New York, United States of America
| | - Luke McGuire
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Mark Winterbottom
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
| | - Frances Balkwill
- Centre of Cell, Queen Mary University of London, London, United Kingdom
| | - Karen Burns
- Virginia Aquarium & Marine Science Center, Virginia Beach, Virginia, United States of America
| | - Laurence Butler
- Thinktank Birmingham Science Museum, Birmingham, United Kingdom
| | - Marc Drews
- EdVenture Children’s Museum, Columbia, South Carolina, United States of America
| | - Grace Fields
- School District Five of Lexington and Richland Counties, Columbia, South Carolina, United States of America
| | - Hannah Smith
- Florence Nightingale Museum, London, United Kingdom
| | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Adam Hartstone-Rose
- Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Kelly Lynn Mulvey
- Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America
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Adler RM, Xu M, Rittle-Johnson B. What counts as STEM, and does it matter? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:165-180. [PMID: 37907362 DOI: 10.1111/bjep.12639] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Revised: 10/05/2023] [Accepted: 10/22/2023] [Indexed: 11/02/2023]
Abstract
BACKGROUND To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. AIMS The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by STEM definition (inclusion/exclusion of medical careers). SAMPLES In Study 1, the sample was US college students (N = 125) who were mostly White (80%). In Study 2, the sample was US 10th-grade high school students (N = 455) who were mostly Black (79%). METHODS In Study 1, students completed an online questionnaire. In Study 2, students completed various measures of math achievement, motivation (science and math expectancies of success, interest and importance value) and career interest with an importance. RESULTS In Study 1, medical careers were less often classified as STEM careers than traditional STEM careers, but more often classified as STEM than non-STEM careers. In Study 2, science importance value was the only motivational predictor of students' STEM+Medicine career interest, and no motivation constructs predicted traditional STEM career interest. Boys expressed greater interest in traditional STEM careers, while girls expressed greater interest in STEM+Medicine careers. CONCLUSIONS Students' conceptualizations of STEM are not binary. Thus, we recommend researchers are explicit about their definition of STEM with study participants, in their coding and in their publications.
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Affiliation(s)
- Rebecca M Adler
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Mingkai Xu
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Bethany Rittle-Johnson
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
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8
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Di Battista S. 'She is failing; he is learning': Gender-differentiated attributions for girls' and boys' errors. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38369383 DOI: 10.1111/bjep.12665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Revised: 01/17/2024] [Accepted: 02/01/2024] [Indexed: 02/20/2024]
Abstract
BACKGROUND According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys. AIMS This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers' hesitancy to offer educational robotics (ER) courses to them. The predictions were as follows: (1) the likelihood of teachers' hesitancy would be related to gender-differentiated internal attributions of errors based on expectations of a low natural aptitude for girls; and (2) teachers with high levels of gender stereotypes would be more hesitant about offering ER to girls than to boys via the mediation of internal attributions of errors as being due to girls' low levels of natural aptitude for ER. SAMPLE AND METHODS In this experimental study, 155 Italian teachers (M = 38.59 years, SD = 8.20) responded to a questionnaire at the end of a course on ER in 2022. Teachers randomly read one of two vignettes describing a girl's or a boy's error during an ER course. RESULTS Results of multiple regression and moderated mediation analyses confirmed both predictions. CONCLUSIONS In order to reduce the gender STEM gap, the tendency to attribute girls' errors to internal and natural causes should be better inspected.
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9
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Garcia-Sanchez NL, Dick AS, Hayes T, Pruden SM. Direct and indirect effects of mother's spatial ability on child's spatial ability: What role does the home environment play? Dev Sci 2024:e13480. [PMID: 38321593 DOI: 10.1111/desc.13480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 01/23/2024] [Accepted: 01/24/2024] [Indexed: 02/08/2024]
Abstract
Individual differences in spatial thinking are predictive of children's math and science achievement and later entry into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Little is known about whether parent characteristics predict individual differences in children's spatial thinking. This study aims to understand whether, and to what extent, mother's intrinsic (i.e., mental rotation) and extrinsic (i.e., spatial scaling) spatial ability directly and indirectly, via the variation in home spatial environment, predicts children's intrinsic and extrinsic spatial ability. A total of 165 mothers and their 4-6-year-old children were recruited to participate in a remote video session with an experimenter. Mothers were administered a forced-choice Intrinsic Spatial Toy Preference Task gauging their preference for highly spatial versus less spatial toys and asked questions with the Home Intrinsic Spatial Environmental Questionnaire about the frequency with which they engage their child in spatial activities at home. Mothers completed a Mental Rotations Test and a Spatial Scaling Task adapted for adults. Children were administered the Picture Rotation Task, the Spatial Scaling Task, and the Peabody Picture Vocabulary Test. Structural equation modeling was used to examine direct and indirect, via home spatial environment and toy choices, influences of mother spatial ability on child spatial ability. Contrary to our predictions, we did not find direct, nor indirect, relations between mother and child spatial ability. These findings suggest that researchers should consider alternative conceptualizations of the early home spatial environment beyond the frequency of spatial play in the home. RESEARCH HIGHLIGHTS: The identification of factors that predict individual differences in children's spatial ability is important in order to maximize STEM learning outcomes. Data collection was conducted remotely rather than in traditional preschool or laboratory settings. Contrary to our pre-registered hypotheses, no significant relations between mother spatial ability, the early home spatial environment, and children's development of spatial skills were found. Future research should consider examining the amount of spatial language used in the home or the quality of parent-child interactions during spatial play as potential explanations for individual differences in children's spatial ability.
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Affiliation(s)
| | | | - Timothy Hayes
- Florida International University, Miami, Florida, USA
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10
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Ebert WM, Jost L, Jansen P. Gender stereotypes in preschoolers' mental rotation. Front Psychol 2024; 15:1284314. [PMID: 38375117 PMCID: PMC10875053 DOI: 10.3389/fpsyg.2024.1284314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 01/16/2024] [Indexed: 02/21/2024] Open
Abstract
The investigation of gender stereotypes constitutes a relevant approach to understanding the development of spatial ability and sex differences in the domain. This was the first study concerned with the presence of implicit and explicit gender stereotypes about spatial ability, and their potential relation to spatial task performance, in preschool-aged children. Our full sample consisted of 138 4- to 6-year-old kindergarten children. The experimental procedure consisted of three parts. Children completed an implicit association task, a short questionnaire on explicit stereotypes, and a chronometric mental rotation task. Preschool-aged children held explicit gender stereotypes about spatial ability linking it to boys rather than girls. Boys exhibited stronger stereotypes in this regard than girls. We also found evidence for the presence of implicit stereotypes. However, implicit stereotypes were not found in sub-group analyses. No clear relationship between stereotypes and mental rotation performance emerged, but our results suggest that implicit stereotyping affected mental rotation accuracy differently in girls compared with boys. Our main conclusion was that children already hold stereotypic beliefs about spatial ability at preschool age. There did not seem to be a relationship of stereotyping with spatial ability at this age.
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Affiliation(s)
- W. Miro Ebert
- Faculty of Human Sciences, University of Regensburg, Regensburg, Germany
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11
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Zhao M, Ozturk E, Law F, Joy A, Deutsch AR, Marlow CS, Mathews CJ, McGuire L, Hoffman AJ, Balkwill F, Burns KP, Butler L, Drews M, Fields G, Smith H, Winterbottom M, Mulvey KL, Hartstone-Rose A, Rutland A. Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning. J Youth Adolesc 2024; 53:472-484. [PMID: 37819476 PMCID: PMC10764556 DOI: 10.1007/s10964-023-01868-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 09/10/2023] [Indexed: 10/13/2023]
Abstract
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) from six STEM youth programs, each at a different informal science learning site within the U.K. and the U.S. Longitudinal structural equation modelling demonstrated that science efficacy consistently predicted STEM identity and scientist career interest, and similarly, STEM identity consistently predicted science efficacy over a two-year period. Scientist career interest at 12 months predicted science efficacy at 24 months. The coefficients of efficacy predicting STEM identity and scientist career interest were significantly larger compared to STEM identity and scientist career interest in predicting science efficacy from 12 months to 24 months. Further mediation analysis supported a significant pathway from STEM identity at 3 months to scientist career interest at 24 months via 12-month science efficacy. The findings highlight that science efficacy and STEM identity for girls relate to their scientist career interest and these longitudinal associations are reciprocal. This study suggests that science efficacy and STEM identity mutually influence each other, and enhancing science efficacy and STEM identity is key to promoting adolescents' interest in being a scientist.
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Affiliation(s)
| | - Emine Ozturk
- North Carolina State University, Raleigh, NC, USA
| | | | | | | | | | | | | | | | | | - Karen P Burns
- Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
| | | | | | - Grace Fields
- School District Five of Lexington and Richland Counties, Irmo, SC, USA
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12
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Shin DD, Park Y, Lee M, Kim SI, Bong M. Are curiosity and situational interest different? Exploring distinct antecedents and consequences. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:1207-1223. [PMID: 37430428 DOI: 10.1111/bjep.12627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Accepted: 04/25/2023] [Indexed: 07/12/2023]
Abstract
BACKGROUND A controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking. AIMS We attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs. METHODS We assessed enjoyment, novelty, uncertainty and surprise as potential antecedents and information seeking, individual interest, career intention and achievement as potential outcomes of curiosity and situational interest among 219 Korean sixth graders in the domain of science. RESULTS Of the hypothesized antecedents, enjoyment during science class related most strongly to students' situational interest in science, whereas novelty in science class related most strongly to students' science curiosity. Uncertainty and surprise in science class related to only science curiosity and not situational interest in science. Among the outcomes considered, situational interest in science related to only students' individual interest in science. In comparison, science curiosity related significantly to all science outcomes measured in this study. Science curiosity also significantly mediated the relationships between the antecedents and outcomes in science. CONCLUSIONS Together, these results support the distinction between curiosity and situational interest and suggest different ways to promote each motivation construct depending on desired outcomes in the science classroom.
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Affiliation(s)
- Dajung Diane Shin
- Department of Education and the Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Korea
| | - Yoonah Park
- Department of Education and the Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Korea
| | - Minhye Lee
- Department of Education, Daegu National University of Education, Daegu, Korea
| | - Sung-Il Kim
- Department of Education and the Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Korea
| | - Mimi Bong
- Department of Education and the Brain and Motivation Research Institute (bMRI), Korea University, Seoul, Korea
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Mulvey KL, McGuire L, Mathews C, Hoffman AJ, Law F, Joy A, Hartstone-Rose A, Winterbottom M, Balkwill F, Fields G, Butler L, Burns K, Drews M, Rutland A. Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging. YOUTH & SOCIETY 2023; 55:1207-1230. [PMID: 37465694 PMCID: PMC10350726 DOI: 10.1177/0044118x221085296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a "High Math and Science Motivation and Interpersonal Skills" group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | - Karen Burns
- Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA
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14
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Perez T, Robinson KA, Priniski SJ, Lee YK, Totonchi DA, Linnenbrink-Garcia L. Patterns, predictors, and outcomes of situated expectancy-value profiles in an introductory chemistry course. Ann N Y Acad Sci 2023; 1526:73-83. [PMID: 37402529 PMCID: PMC10629353 DOI: 10.1111/nyas.15031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/06/2023]
Abstract
Using latent profile analysis, we identified profiles of expectancy beliefs, perceived values, and perceived costs among 1433 first- and second-year undergraduates in an introductory chemistry course for STEMM majors. We also investigated demographic differences in profile membership and the relation of profiles to chemistry final exam achievement, science/STEMM credits completed, and graduating with a science/STEMM major. Four motivational profiles were identified: Moderately Confident and Costly (profile 1), Mixed Values-Costs/Moderate-High Confidence (profile 2), High Confidence and Values/Moderate-Low Costs (profile 3), and High All (profile 4). Underrepresented students in STEMM were more likely to be in profile 2 relative to profile 3. First-generation college students were more likely to be in profile 4 than profile 3. Finally, students likely to be in profile 3 had higher final exam grades than the other profiles and were more likely to graduate with a science major compared to profile 1. There were no differences in graduating science major between profile 3 and the other two profiles. Thus, profile 3 was most adaptive for both proximal (final exam) and distal (graduating with a science major) outcomes. Results suggest that supporting motivation early in college is important for persistence and ultimately the talent development of undergraduate STEMM students.
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Affiliation(s)
- Tony Perez
- Department of Educational Foundations and Leadership, Old Dominion University, Norfolk, Virginia, USA
| | - Kristy A. Robinson
- Department of Educational & Counseling Psychology, McGill University, Montreal, Canada
| | - Stacy J. Priniski
- The Hope Center for College, Community, and Justice, Temple University, Philadelphia, Pennsylvania, USA
| | - You-kyung Lee
- Division of Education, Sookmyung Women’s University, Seoul, South Korea
| | - Delaram A. Totonchi
- Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia, USA
| | - Lisa Linnenbrink-Garcia
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, Michigan, USA
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15
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Rippon G. Mind the gender gap: The social neuroscience of belonging. Front Hum Neurosci 2023; 17:1094830. [PMID: 37091814 PMCID: PMC10116861 DOI: 10.3389/fnhum.2023.1094830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 03/20/2023] [Indexed: 04/08/2023] Open
Abstract
Gender gaps persist in the 21st century, in many aspects of society and in many types of organisation. There are earnings gaps in almost all domains, reports of glass ceilings and the “missing middle” in business, finance, law and politics, and dramatic under-representation of women in many branches of science, even in the most “gender equal” countries. This is despite decades of effort to address them, including targeted legislation and many Diversity and Inclusion initiatives. Early essentialist, competence-based explanations for the existence of gender gaps have been largely discredited at the research level, although their persistence in the public consciousness and at the level of education and training can still negatively bias both individual self-belief and organisational processes. Contemporary essentialist explanations are now emerging, with claims that such gaps are the manifestations of the presence or absence of endogenous, brain-based characteristics underpinning career progression or career preferences. The focus remains on the individual as the source of gender imbalances. Less attention has been paid to the contextual aspects of organisations where gender gaps are evident, to inclusion (or the lack of it), or the availability of unbiased reward and progression pathways. Advances in 21st century social cognitive neuroscience are revealing the importance of external organisational processes as powerful brain-changing forces, with their potentially negative impact on self-belief and a sense of belonging. Key research is demonstrating the cortical and behavioural consequences of negative social experiences, with the activation of core inhibitory pathways associated with low self-esteem, lack of engagement, and eventual withdrawal. This paper will argue that reference to such research will provide better explanations for the persistence of gender gaps, and offer evidence-based insights into addressing gender gap issues. Importantly, this is not a rejection of an endogenous, brain-based explanation for gender gaps but the elaboration of a better-informed 21st century model, flagging up the need to take factors such as cultural stereotyping and organisational bias into account in any drive toward true gender equity, or genuinely levelled playing fields.
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16
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Ng DTK, Su J, Ng RCW. Fostering non-aviation undergraduates' aviation literacy in an online aviation laboratory: effects on students' perceptions, motivation, industry optimism. JOURNAL OF COMPUTING IN HIGHER EDUCATION 2023; 35:1-28. [PMID: 37359043 PMCID: PMC10037397 DOI: 10.1007/s12528-023-09367-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/06/2023] [Indexed: 06/28/2023]
Abstract
Aviation is a multidisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, earth science, aeronautical engineering, language, aviation communication and airmanship. In higher education, many non-aviation undergraduates participate in aviation related activities to have a first glimpse of the aviation industry and equip themselves with basic concepts. This study aims to examine learning perception among 82 university students who have participated in a series of online aviation career exploration activities during the pandemic in Hong Kong and China. They participated in virtual visits and career talks led by aviation professionals, hands-on flight simulation activities and online discussion in an online lab setting. A mixed research method was employed with the use of a motivational survey, teachers' observation and semi-structured interviews to understand students' learning perceptions. This study found that flying laboratory activities could effectively motivate students to learn aviation and improve their aviation knowledge. This could promote students' aviation industry optimism, which may help the industry to recover in the post-pandemic world. This article offers recommendations for online engineering educators to use emerging technologies to teach aviation for future career preparation.
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Affiliation(s)
- Davy Tsz Kit Ng
- Faculty of Education, The University of Hong Kong, Pokfulam, The Hong Kong Special Administrative Region of China China
| | - Jiahong Su
- Faculty of Education, The University of Hong Kong, Pokfulam, The Hong Kong Special Administrative Region of China China
| | - Ross Chi Wui Ng
- Faculty of Education, The University of Hong Kong, Pokfulam, The Hong Kong Special Administrative Region of China China
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17
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Zhu Y, Pang W, Chen BB. The student engagement scale: evidence of psychometric validity in Chinese and English language subjects from grade 4 to grade 6 in China. EDUCATIONAL PSYCHOLOGY 2023; 43:173-186. [DOI: 10.1080/01443410.2023.2169253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 01/12/2023] [Indexed: 09/01/2023]
Affiliation(s)
- Yuanfei Zhu
- Institute of Developmental and Educational Psychology, School of Psychology and Cognitive Science, East China Normal University, China
| | - Weiguo Pang
- Institute of Developmental and Educational Psychology, School of Psychology and Cognitive Science, East China Normal University, China
| | - Bin-Bin Chen
- Department of Psychology, Fudan University, Shanghai, China
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18
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Lin S, Muenks K. Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect. APPLIED DEVELOPMENTAL SCIENCE 2023. [DOI: 10.1080/10888691.2023.2177163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Affiliation(s)
| | - Katherine Muenks
- Department of Educational Psychology, The University of Texas at Austin
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19
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Myint ET, Robnett RD. Correlates of adolescents’ STEM career aspirations: the importance of academic motivation, academic identity, and gender. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s10212-023-00681-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
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20
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Yang D, Wu X, Liu J, Zhou J. CiteSpace-based global science, technology, engineering, and mathematics education knowledge mapping analysis. Front Psychol 2023; 13:1094959. [PMID: 36704670 PMCID: PMC9871905 DOI: 10.3389/fpsyg.2022.1094959] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 12/22/2022] [Indexed: 01/12/2023] Open
Abstract
To better understand the latest developments in global science, technology, engineering, and mathematics (STEM) education research, this study collected STEM education research materials to sort out the development of STEM education as a whole, so as to get a clearer path and trend of STEM education development. This study conducted a visualization and quantitative analysis of the literature on STEM education research in Science Citation Index Extended (SCI-E) and Social Science Citation Index (SSCI) using the CiteSpace (5.8.R3) tool. First, the basic information of STEM education was analyzed in terms of annual publication volume, authors, countries, and research institutions. Secondly, the main fields, basic contents and research hotspots of this research were analyzed by keyword co-occurrence and keyword time zone mapping. Finally, the research frontiers and development trends are presented through co-citation clustering and high-frequency keyword bursts. The research hotspots are focused on engineering education, teachers' professional development, and gender differences. The research frontiers are mainly related to teacher professional development, 21st century skills, early childhood creativity, and gender differences. This study systematically analyzes the latest developments in global STEM education research, which is beneficial for readers to understand the full picture of STEM education research so that researchers can conduct more in-depth studies and promote better development of STEM education. The number of analyzed literature is limited. We only analyzed articles from SSCI and SCI-E databases, and the articles were written in English. In addition, we only analyzed the literature and lacked empirical studies on the findings of the literature.
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Affiliation(s)
- Duo Yang
- School of Computer and Information, Qiannan Normal University for Nationalities, Duyun, China
| | - Xiaopeng Wu
- School of Computer and Information, Qiannan Normal University for Nationalities, Duyun, China,Faculty of Education, Northeast Normal University, Changchun, China,*Correspondence: Xiaopeng Wu, ✉
| | - Jiali Liu
- School of Mathematics and Statistics, Qiannan Normal University for Nationalities, Duyun, China
| | - Jincheng Zhou
- School of Computer and Information, Qiannan Normal University for Nationalities, Duyun, China,Key Laboratory of Complex Systems and Intelligent Optimization of Guizhou Province, Duyun, China
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21
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Vinni-Laakso J, Upadyaya K, Salmela-Aro K. Associations between adolescent students' multiple domain task value-cost profiles and STEM aspirations. Front Psychol 2022; 13:951309. [PMID: 36619107 PMCID: PMC9815538 DOI: 10.3389/fpsyg.2022.951309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 12/01/2022] [Indexed: 12/24/2022] Open
Abstract
According to the modern expectancy-value theory, students' task values may differ across domains, manifesting as varying motivational patterns. In middle school, students' motivation becomes increasingly apparent and may direct their future occupational aspirations. Using a person-oriented approach, this study examines students' self-concept, and positive and negative task values (i.e., utility value, intrinsic value, and emotional cost) across Finnish language, math, biology, and physics, and the stability of the identified profiles. Further, the associations of the profiles with students' subsequent academic achievement and math and natural science, technology, engineering, and mathematics (STEM)/health science STEM aspirations, and gendered effects were examined. Longitudinal data was collected through Grades 7 to 9 in 21 middle schools in Helsinki, Finland (N = 1,309, N = 1,179, N = 818, respectively; age 13-15 years; 55.9% female). Latent profile analysis (LPA) identified four task value profiles in Grades 7 and 8: Low motivation high cost STEM (13%/13%) showed low task values with high cost, especially in math and physics; High motivation low cost STEM (7%/8%) showed the highest task values with the lowest cost, especially in math and physics; High motivation high cost (18%/17%) showed high task values and cost across domains; and Moderate motivation and cost (62%/62%) showed moderate task values and cost across domains. The latent transition analysis identified Moderate motivation and cost as the most stable profile across 2 years. In comparison to the other profiles, students with a Low motivation high cost STEM profile were less likely to have STEM aspirations in Grade 9. These results suggests that majority of middle school students are highly to moderately motivated in various domains, however, some students simultaneously experience high cost. It may reflect the increasingly difficult courses and study demands in middle school.
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Affiliation(s)
- Janica Vinni-Laakso
- Minds Hub Research Group, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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22
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Jones LK, Hite RI. Exploring when, why, and how students circumscribe and compromise science careers. THE CAREER DEVELOPMENT QUARTERLY 2022. [DOI: 10.1002/cdq.12311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Lee Kenneth Jones
- Department of Curriculum and Instruction STEM Education Texas Tech University Lubbock Texas USA
| | - Rebecca I. Hite
- Department of Curriculum and Instruction STEM Education Texas Tech University Lubbock Texas USA
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23
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Huffmyer AS, O’Neill T, Lemus JD. Evidence for Professional Conceptualization in Science as an Important Component of Science Identity. CBE LIFE SCIENCES EDUCATION 2022; 21:ar76. [PMID: 36206328 PMCID: PMC9727604 DOI: 10.1187/cbe.20-12-0280] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Experience in research facilitates development of science identity and encourages undergraduate student persistence along the pathway to careers in science, technology, engineering, and math (STEM). Participation in authentic research can foster identity development by influencing a sense of belonging, recognition, interest, and performance and competence in science. We examine science identity in a group of five community college women in marine science during a 2-year study in which students participated in a research experience. We used interviews, surveys, identity artifacts, and significant circles before and after the research experience in a thematic analysis to explore identities and examine their intentions, interests, perspectives, and aspirations for a future career. Participation in research provided opportunities for students to gain conceptual understanding of themselves and their abilities in science as well as explore and clarify their professional interests. This work builds upon our current understanding by providing evidence that conceptualization of career trajectories and self as a science professional is an important component of identity. Exploring career options and developing professional conceptualization are critical components in science research experiences and warrants additional study to understand the role of professional conceptualization in shaping student trajectories in STEM.
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Affiliation(s)
- Ariana S. Huffmyer
- Hawai‘i Institute of Marine Biology, University of Hawai‘i at Mānoa, Kāne‘ohe, HI 96744
- Department of Biological Sciences, University of Rhode Island, Kingston, RI 02881
- *Address correspondence to: Ariana S. Huffmyer ()
| | - Tara O’Neill
- College of Education, University of Hawai‘i at Mānoa, Honolulu, HI 96822
| | - Judith D. Lemus
- Hawai‘i Institute of Marine Biology, University of Hawai‘i at Mānoa, Kāne‘ohe, HI 96744
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24
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Skaar ØO, Reber R. Alone or together: The role of gender and social context prior to Aha‐experiences. Scand J Psychol 2022; 64:302-313. [PMID: 36326784 DOI: 10.1111/sjop.12883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 07/04/2022] [Accepted: 10/07/2022] [Indexed: 11/06/2022]
Abstract
Prior research indicates that boys show more interest in science, technology, engineering, and mathematics (STEM) than girls do. Given that Aha-experiences yield positive affect and increase interest, the question arises whether there are gender differences in Aha-experiences that could help explain the gender differences in interest. Derived from social role theory, we hypothesized that men report having Aha-experiences alone, whereas women report having Aha-experiences together with others. In a retrospective survey study comprising three independent samples (N = 899), we conducted chi-square analyses to explore the relationship of gender, social context (alone; not alone), domain, and situational interest. Across all participants, we found that men were more probably alone and women more probably together with others when they had an Aha-experience. More fine-grained analyses revealed that the effect was especially pronounced when the Aha-experience increased situational interest within STEM or the personal domain. The study suggests that social context played a different role in the occurrence of Aha-experiences in men and women. We discuss the implications of our findings for STEM instruction at school.
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Affiliation(s)
- Øystein O. Skaar
- Faculty of Education Inland Norway University of Applied Sciences Hamar Norway
| | - Rolf Reber
- Department of Psychology University of Oslo Oslo Norway
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25
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Merayo N, Ayuso A. Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education. INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 2022; 33:1-28. [PMID: 36341137 PMCID: PMC9628581 DOI: 10.1007/s10798-022-09776-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/29/2022] [Indexed: 06/16/2023]
Abstract
Society is more digitised than ever and there is an urgent need to train people in these sectors, where women are still under-represented. A quantitative descriptive, correlational and explanatory descriptive design was used to identify barriers, supports and gender gaps in Science, Technology, Engineering and Mathematics in Secondary Education by analysing the interest and perception of 1562 students and 432 teachers. Descriptive statistics, Chi-square and Lambda test and Crame's V or Phi test were performed together with a qualitative analysis. The results show that fewer female students want to pursue STEM studies, with girls preferring health and education professions and boys preferring engineering and computer science. Indeed, their motivation is different since we found correlations between being a girl and choosing STEM for helping people and society, while earning money is important for boys. Girls believe more necessary than boys to have qualities to study STEM and less often perceive themselves as intelligent and courageous. Our study revealed that families and teachers encourage more boys than girls towards STEM activities. Teachers believe that girls are influence by preconceived ideas, lack of STEM knowledge and lower self-esteem. Regarding gender equality, almost half state that no objectives are included in the curricula, 43.85% do not include it in subjects and only 30% received training. Consequently, female vocations need to be promoted by teaching how STEM solves real-life problems, fostering creativity, increasing self-confidence, promoting STEM activities and making female role models visible. Teachers should receive more gender training and promote gender-sensitive STEM education.
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Affiliation(s)
- Noemí Merayo
- Optical Communications Group of the Signal Theory, Communications and Telematic Engineering Department, E.T.S.I. Telecomunicación, Universidad de Valladolid, Paseo de Belén 15, Valladolid, Spain
| | - Alba Ayuso
- Department of Pedagogy, Faculty of Medicine, Universidad de Valladolid, Av. Ramón y Cajal, 7, 47005 Valladolid, Spain
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26
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Sáinz M, Fàbregues S, Romano MJ, López BS. Interventions to increase young people's interest in STEM. A scoping review. Front Psychol 2022; 13:954996. [PMID: 36304876 PMCID: PMC9593045 DOI: 10.3389/fpsyg.2022.954996] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 08/15/2022] [Indexed: 09/19/2023] Open
Abstract
The underrepresentation of young people and particularly young women in many STEM fields has inspired various intervention programmes and research intended to boost their interest in these areas. The purpose of this scoping review is to examine the characteristics and effectiveness of interventions designed to encourage interest in STEM among secondary school students, particularly female students, over the past 20 years. A systematic search of the literature in five databases and additional search strategies resulted in identifying 215 studies evaluating interventions in different disciplinary fields. Data extraction and synthesis of these studies were carried out, focusing on the methodologies and theoretical foundations used. Twenty-five exemplars were selected to illustrate best practices in designing and evaluating interventions that address the various facets of young people's lack of interest in STEM. These interventions attempt to modify and/or manipulate multiple environmental and school factors to impact students' personal factors associated with STEM interest, such as achievement, self-perception of ability, and self-efficacy. Implications for the design of future interventions and potential outcomes are then discussed.
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Affiliation(s)
- Milagros Sáinz
- Internet Interdisciplinary Institute, Universitat Oberta de Catalunya, Barcelona, Spain
| | - Sergi Fàbregues
- Department of Psychology and Education, Universitat Oberta de Catalunya, Barcelona, Spain
| | - María José Romano
- Internet Interdisciplinary Institute, Universitat Oberta de Catalunya, Barcelona, Spain
| | - Beatriz-Soledad López
- Internet Interdisciplinary Institute, Universitat Oberta de Catalunya, Barcelona, Spain
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27
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The relations between urban high school science students’ agentic mindset, agentic engagement, and perceived teacher autonomy support and control. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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28
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Sure I can code (but do I want to?). Why boys' and girls’ programming beliefs differ and the effects of mandatory programming education. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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29
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Cwik S, Singh C. Self-efficacy and perceived recognition by peers, instructors, and teaching assistants in physics predict bioscience majors’ science identity. PLoS One 2022; 17:e0273621. [PMID: 36137066 PMCID: PMC9499250 DOI: 10.1371/journal.pone.0273621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Accepted: 08/12/2022] [Indexed: 11/27/2022] Open
Abstract
Prior research shows that in a particular science domain, students’ identity depends on their self-efficacy, perceived recognition by others, and their interest in that domain. In this study, we investigated how the end of the semester physics self-efficacy and perceived recognition by others for bioscience majors enrolled in the second semester of a traditionally taught mandatory physics course sequence predict their overall science identity aligned with their disciplinary major. We find that bioscience majors’ physics self-efficacy and perceived recognition not only predict their physics identity but also their overall science identity. These relations between physics self-efficacy and perceived recognition and the overall science identity of bioscience majors suggest interdisciplinary connections that may provide additional pathways for boosting students’ science identity, e.g., by enhancing their self-efficacy and perceived recognition in their other mandatory courses such as physics. We also find that on average, women majoring in bioscience had lower physics self-efficacy, perceived recognition, physics identity, and overall science identity than men even though women were not underrepresented in the physics course. One possible reason is that the societal stereotypes and biases pertaining to who can excel in physics can impact women who are constantly exposed to them throughout their life.
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Affiliation(s)
- Sonja Cwik
- Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA, United States of America
- * E-mail:
| | - Chandralekha Singh
- Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA, United States of America
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30
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Olive K, Tang X, Loukomies A, Juuti K, Salmela-Aro K. Gendered difference in motivational profiles, achievement, and STEM aspiration of elementary school students. Front Psychol 2022; 13:954325. [PMID: 36110270 PMCID: PMC9469012 DOI: 10.3389/fpsyg.2022.954325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 07/27/2022] [Indexed: 11/30/2022] Open
Abstract
To better understand the gender gap in science, technology, engineering and math (STEM) aspiration, the article examines the critical role of domain-specific motivation (i.e., expectancy and task values). Using longitudinal data from 5th and 6th grade (∼11–12-year-old) students (n = 360, 55% girls), person-oriented analyses was applied to understand the gendered motivational profiles and their longitudinal influence on achievement and STEM aspiration. Specifically, we aimed to (1) derive motivational belief profiles regarding science, mathematics, and language (Finnish), (2) analyze the stability and change in the profiles between the 5th and 6th grade, (3) assess the relationship between motivational profiles and achievement and STEM aspiration, and (4) test for gender differences. We derived four motivational profiles for both years: high motivation in all subjects (∼21%), high mathematics motivation (∼46%), low mathematics motivation (∼11%), and low motivation in all subjects (∼8%). Latent transition analysis revealed that most students remained in the same profile throughout the 2 years. We found evidence of gendered differences in the motivational profiles and the chance of transitioning between profiles. More girls are characterized by low math motivation, while boys are more likely to transition to higher math motivation in 6th grade. The motivational difference is reflected in their achievement, although not strongly coupled with their STEM aspiration. The findings suggest that at this developmental stage, Finnish students have not developed a strong association between (gendered) STEM aspiration and their domain-specific motivation, although their motivation may have influenced their achievement. Interpretation and practical implications are discussed.
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31
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González-Pérez S, Martínez-Martínez M, Rey-Paredes V, Cifre E. I am done with this! Women dropping out of engineering majors. Front Psychol 2022; 13:918439. [PMID: 36033057 PMCID: PMC9415617 DOI: 10.3389/fpsyg.2022.918439] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 07/07/2022] [Indexed: 11/13/2022] Open
Abstract
Women are still underrepresented in STEM careers (Science, Technology, Engineering, and Mathematics). One of the possible drivers behind this gender gap in the labour market is the female dropout from STEM education. The causes of the gender differences in the persistence of pursuing STEM studies have been explained by multiple factors related to interest and resolution in this type of career. The goal of the present research is to study the Engineering persistence gender gap in higher education by exploring the main factors underlying the leakage in the pipeline of Engineering fields. Our study reports the results of 34 qualitative in-depth interviews where internal barriers, stereotypes and external obstacles are assessed by women who have left their university degrees, compared with men who have withdrawn and women who have persisted. Results from the content analysis suggest that the undermining of persistence in Engineering fields is related to factors such as the chilly and hostile environment in classes or the workload from an excessively demanding curriculum. Other factors affecting women’s withdrawal are the lack of role models and the perceived incongruity between the female gender role and STEM roles in society, leading to a weakening of female students’ self-efficacy and eroding their sense of belongingness, even making them consider dropping out of their Engineering degree. These findings provide information for the design of future STEM interventions aimed to enhance women’s persistence in STEM university studies.
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Affiliation(s)
- Susana González-Pérez
- Department of Business Economics, School of Economics and Business, Universidad San Pablo-CEU, CEU Universities, Madrid, Spain
- *Correspondence: Susana González-Pérez,
| | - Miryam Martínez-Martínez
- Department of Business Economics, School of Economics and Business, Universidad San Pablo-CEU, CEU Universities, Madrid, Spain
| | - Virginia Rey-Paredes
- Department of Economics, School of Economics and Business, Universidad San Pablo-CEU, CEU Universities, Madrid, Spain
| | - Eva Cifre
- Department of Developmental, Educational, Social Psychology and Methodology, Faculty of Health Science, Universitat Jaume I, Castellón, Spain
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32
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Goreth S, Vollmer C. Gender does not make the difference: interest in STEM by gender is fully mediated by technical socialization and degree program. INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 2022; 33:1-23. [PMID: 35971549 PMCID: PMC9366839 DOI: 10.1007/s10798-022-09772-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/19/2022] [Indexed: 06/15/2023]
Abstract
In Germany, there is a shortage of skilled workers in the fields of science, technology, engineering, and mathematics (STEM) and especially in technology with declining interest in technology and with supposedly fewer teachers in technology education in the next 20 years. The present study examined whether students' interest in STEM is dependent on their career choices (i.e., their degree program), their technical socialization, their personality, and gender. A survey in Germany, Baden-Wuerttemberg (N = 350) examined gender-specific differences in teacher training students with and without technology and engineering students via structural equation modelling with the mediators personality, technical socialization, and degree program. Results show that interest in STEM by gender is fully mediated by technical socialization and degree program. Solutions for the reduction of the staff shortage and gender gap in the technical domain are discussed and it is suggested that an integration of technology lessons in the school curriculum and a reduction of gender normatives may help.
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Affiliation(s)
- Sebastian Goreth
- Department of Research and Development in Teacher Education, University College of Teacher Education, Tyrol, Austria
| | - Christian Vollmer
- Department of Research and Development in Teacher Education, University College of Teacher Education, Tyrol, Austria
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Verdugo-Castro S, García-Holgado A, Sánchez-Gómez MC. The gender gap in higher STEM studies: A systematic literature review. Heliyon 2022; 8:e10300. [PMID: 36090203 PMCID: PMC9449562 DOI: 10.1016/j.heliyon.2022.e10300] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 05/28/2022] [Accepted: 08/11/2022] [Indexed: 11/17/2022] Open
Abstract
The development of science, technology, engineering, and mathematics (STEM) requires more qualified professionals in these fields. However, gender segregation in higher education in this sector is creating a gender gap that means that for some disciplines female representation does not even reach 30% of the total. In order to propose measures to address the phenomenon, it is necessary to understand the possible causes of this issue. A systematic literature review and mapping were carried out for the study, following the PRISMA guidelines and flowchart. The research questions to be answered were (RQ1) What studies exist on the gender gap in relation to the choice of higher education in the STEM field; and (RQ2) How do gender roles and stereotypes influence decision-making related to higher education? The review of peer-reviewed scientific articles, conferences texts, books and book chapters on the European education area was applied. A total of 4571 initial results were obtained and, after the process marked by the PRISMA flowchart, the final results were reduced to 26. The results revealed that gender stereotypes are strong drivers of the gender gap in general, and the Leaky Pipeline and Stereotype Threat in particular. To narrow the gender gap, it is necessary to focus on influences from the family, the educational environment, and the peer group, as well as from the culture itself. Positive self-concept, self-efficacy, self-confidence, and self-perception need to be fostered, so that the individual chooses their studies according to their goals.
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Affiliation(s)
- Sonia Verdugo-Castro
- GRIAL Research Group, Department of Didactics, Organization and Research Methods, Research Institute for Educational Sciences, Universidad de Salamanca, Salamanca, Spain
| | - Alicia García-Holgado
- GRIAL Research Group, Computer Science Department, Research Institute for Educational Sciences, Universidad de Salamanca, Salamanca, Spain
| | - Mª Cruz Sánchez-Gómez
- GRIAL Research Group, Department of Didactics, Organization and Research Methods, Universidad de Salamanca, Salamanca, Spain
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Jagodics B, Nagy K, Szénási S, Varga R, Szabó É. School Demands and Resources as Predictors of Student Burnout Among High School Students. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09534-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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35
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Evaluation of Women in Economics: Evidence of Gender Bias Following Behavioral Role Violations. SEX ROLES 2022. [DOI: 10.1007/s11199-022-01299-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Chichekian T, Trudeau J, Jawhar T. Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2022; 31:555-569. [PMID: 35702710 PMCID: PMC9183763 DOI: 10.1007/s10956-022-09973-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/19/2022] [Indexed: 06/15/2023]
Abstract
This study examined the effects of an Arduino microrobot activity on college students' interest in robotics through three specific objectives: (1) determining how students' conceptual understanding regarding the basics of microcomputing and computer programming changes after engaging in an engineering robotics learning module, (2) assessing the impact of these changes on students' sense of competence in engineering robotics, and (3) explaining the role of students' perceived knowledge transferability in the relationship between their sense of competence and changes in their interest for pursuing engineering robotics. Participants (n = 58) were recruited from two Engineering Physics courses and surveyed before (Time 1) and after (Time 2) an Arduino microcomputing learning activity. First, significant increases were reported post-activity for interest in robotics, as well as conceptual understanding of microelectronics and computer programming. Second, changes in the understanding of computer programming significantly predicted students' sense of competence at Time 2. Finally, high and low levels of competence and perceived knowledge transferability were related to changes in students' interest in robotics. Moreover, high levels of perceived knowledge transferability alone played an important role in students' interest in robotics. Transferring complex engineering ideas to novel situations was beneficial regarding students' learning gains associated with computer programming and with the Arduino microcontroller platform. An overview of the virtual lab architecture used is provided with suggested novel directions for teaching college-level courses about engineering robotics.
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Affiliation(s)
- Tanya Chichekian
- Department of Pedagogy, Université de Sherbrooke, Université de Sherbrooke - Longueuil Campus, Sherbrooke, Canada
| | - Joel Trudeau
- Department of Physics, Dawson College, Montreal, Canada
| | - Tawfiq Jawhar
- Department of Computer Science, MSc in Progress), Concordia University, Montreal, Canada
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Masters S, Barth JM. Middle School, Middle-Skills: 8th Grader’s Interest in Middle-Skill Occupations. JOURNAL OF CAREER DEVELOPMENT 2022. [DOI: 10.1177/08948453221089364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
There is a workforce shortage in middle-skill occupations requiring some educational training but not a 4-year college degree, such as skilled trades (e.g., construction), transportation (e.g., drivers), and manufacturing. Identifying factors that promote adolescent interest in middle-skill occupations is crucial in combating this shortage. This study examined whether variables contributing to adolescent interest in STEM occupations, such as gender, occupation goal affordances, and occupational knowledge, extend to middle-skill occupations. Results from hierarchical linear models revealed that adolescents ( N = 502) were interested in middle-skill occupations for which they felt knowledgeable and perceived to afford agentic and communal goals. The effect of perceived knowledge on interest in construction and manufacturing occupations was stronger for boys than girls. Efforts to increase interest in middle-skill occupations should address the gender gap in perceived knowledge and highlight how these occupations fulfill agentic and communal goals.
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Affiliation(s)
- Stephanie Masters
- Institute for Social Science Research, University of Alabama, Tuscaloosa, AL, USA
| | - Joan M. Barth
- Institute for Social Science Research, University of Alabama, Tuscaloosa, AL, USA
- Institute for Social Science Research, University of Alabama, Tuscaloosa, AL, USA
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Solving Ecological Problems through Physical Computing to Ensure Gender Balance in STEM Education. SUSTAINABILITY 2022. [DOI: 10.3390/su14094924] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Research and practice have shown that female students are less interested in engineering and programming. This is related to gender stereotypes and technological self-efficacy. Research has also pointed out that students in rural schools tend to do less well in STEM subjects and are less likely to pursue STEM studies than their peers from large cities. Previous studies have highlighted the benefits of hands-on real-world-related engineering projects by building connections with students’ interests and technology while giving them something exciting to focus on. This study is aimed at investigating whether and how students’ individual characteristics (such as attitudes toward engineering and technology, motivation, and technology anxiety) are associated with rural school students’ engagement, gender differences, and inclusion in sustainable ecological engineering activities with Arduino microcontrollers. Surveys were conducted before and after the activity with pupils of a rural lower secondary school (ages 13–15). The results show that, female students’ initial attitude toward engineering and technology was significantly less positive than that of male students. Despite being novices in physical computing, a whole group of pupils were intrinsically motivated while performing these activities. The findings of this study provide transferable insights into practical STEM education that may strengthen students’ engagement, motivation, and achievement in STEM. The implications of the results of this study can be useful for a better understanding of the individual factors of students that influence future engineering activity design and STEM career selection opportunities.
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Schneider R, Gentrup S, Jansen M, Stanat P. Kohortentrends in schulfachbezogenen Selbstkonzepten und Interessen bei Mädchen und Jungen. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1024/1010-0652/a000346] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Schulfachbezogene Selbstkonzepte und Interessen gehören zu den wichtigsten motivationalen Konstrukten in der Pädagogischen Psychologie und zeigen typischerweise stereotype Geschlechtsunterschiede: Während Jungen in Mathematik und den Naturwissenschaften im Mittel ein höheres Selbstkonzept und Interesse aufweisen, berichten Mädchen höhere Werte in sprachlichen Fächern. Erste empirische Ergebnisse von wiederholt durchgeführten Studien des Bildungsmonitorings weisen auf einen leichten Rückgang im Selbstkonzept und Interesse in Deutschland über den Verlauf der untersuchten Kohorten hin. Jüngste Befunde zeigen diesen Rückgang insbesondere für Jungen im MINT-Bereich. Trotz substantieller Zusammenhänge zwischen motivationalen Merkmalen und schulischen Leistungen wurde bisher nicht untersucht, inwiefern diese Motivationsrückgänge auf Veränderungen in schulischen Leistungen zurückgeführt werden können. Der vorliegende Beitrag untersucht deshalb, (a) ob die Kohortentrends in den fachbezogenen Selbstkonzepten und Interessen für Jungen und Mädchen je nach Fach unterschiedlich ausfallen und insbesondere, (b) ob sich etwaige (geschlechtsspezifische) Trends in der fachbezogenen Motivation auf Unterschiede in Testleistungen und Noten zwischen den Erhebungszeitpunkten zurückführen lassen. Auf Basis der IQB-Bildungstrendstudien wurden Daten von je etwa 25000 Neuntklässlerinnen und Neuntklässlern in den Jahren 2012 und 2018 (Fächer Mathematik, Physik, Chemie und Biologie) bzw. von je etwa 35000 Neuntklässlerinnen und Neuntklässlern in den Jahren 2009 und 2015 (Fach Deutsch) ausgewertet. Während sich für Mädchen in Mathematik und den naturwissenschaftlichen Fächern keine oder geringfügig positive Veränderungen zwischen den Kohorten zeigten (–0.05 >≤ d >≤ 0.07), fanden sich für Jungen zumeist (leichte) Rückgänge in den Selbstkonzepten und Interessen (–0.31 >≤ d >≤ –0.08). Insbesondere die Veränderung im Mathematikinteresse bei Jungen war bedeutsam ( d = –0.31). Im Fach Deutsch zeigte sich ein gegensätzliches Bild: Bei beiden Geschlechtern stiegen die Selbstkonzeptwerte im Kohortentrend geringfügig an (Mädchen/Jungen: d = 0.07/0.06). Diese geschlechtsspezifischen Trends in der Motivation ließen sich nicht bedeutsam auf Testleistungs- und Notenunterschiede zwischen den Kohorten zurückführen. Die Ergebnisse werden im Hinblick auf verschiedene Erklärungsansätze für (geschlechtsspezifische) Kohortentrends in schulischer Motivation diskutiert.
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Affiliation(s)
- Rebecca Schneider
- Institut zur Qualitätsentwicklung im Bildungswesen e.V. an der Humboldt-Universität zu Berlin, Deutschland
| | | | - Malte Jansen
- Institut zur Qualitätsentwicklung im Bildungswesen e.V. an der Humboldt-Universität zu Berlin, Deutschland
- Zentrum für internationale Bildungsvergleichsstudien (ZIB), München, Deutschland
| | - Petra Stanat
- Institut zur Qualitätsentwicklung im Bildungswesen e.V. an der Humboldt-Universität zu Berlin, Deutschland
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Zhang R, Pei J, Wang Y, Wang L, Yeerjiang Y, Gao H, Xu W. COVID-19 outbreak improves attractiveness of medical careers in Chinese senior high school students. BMC MEDICAL EDUCATION 2022; 22:241. [PMID: 35379234 PMCID: PMC8978502 DOI: 10.1186/s12909-022-03309-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 03/23/2022] [Indexed: 05/15/2023]
Abstract
BACKGROUND The shortage of healthcare workers is becoming a serious global problem. The underlying reasons may be specific to the healthcare system in each country. Over the past decade, medicine has become an increasingly unpopular profession in China due to the heavy workload, long-term training, and inherent risks. The ongoing COVID-19 pandemic has placed the life-saving roles of healthcare professionals under the spotlight. This public health crisis may have a profound impact on career choices in Chinese population. METHODS We conducted a questionnaire-based online survey among 21,085 senior high school students and 21,009 parents from 24 provinces (or municipalities) of China. We investigated the change of interest in medical study due to the outbreak of COVID-19 and the potential motivational factors based on the expectancy-value theory framework. Pearson correlation analysis was used to assess the correlation of static or dynamic interest in medical career pursuit with the reported number of COVID-19 cases. Logistic regression model was adopted to analyze the main factors associated with students' choices. RESULTS We observed an increased preference for medical study post the outbreak of COVID-19 in both students (17.5 to 29.6%) and parents (37.1 to 47.3%). Attainment value was found to be the main reason for the choice among students, with the contribution to society rated as the top motivation. On the other hand, the predominant demotivation in high school students was lack of interest, followed by concerns regarding violence against doctors, heavy workload, long-term training and heavy responsibility as a doctor. Additionally, students who were female, in the resit of final year, had highly educated parents and outside of Hubei province were significantly associated with a keen interest in pursuing medical study. CONCLUSIONS This is the first multi-center cross-sectional study exploring the positive change and motivations of students' preferences in medical study due to the outbreak of COVID-19. Our results may help medical educators, researchers and policymakers to restructure medical education to make it more appealing to high school students, particularly, to develop a more supportive social and working environment for medical professionals to maintain the observed enhanced enthusiasm.
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Affiliation(s)
- Ruoxin Zhang
- Department of Epidemiology, Key Lab of Health Technology Assessment (National Health Commission), Key Laboratory of Public Health Safety, Ministry of Education, School of Public Health, Fudan University, 138 Yi Xue Yuan Road, Shanghai, 200032, China
| | - Jianfeng Pei
- Department of Epidemiology, Key Lab of Health Technology Assessment (National Health Commission), Key Laboratory of Public Health Safety, Ministry of Education, School of Public Health, Fudan University, 138 Yi Xue Yuan Road, Shanghai, 200032, China
| | - Yanli Wang
- Wuhan No.4 High School, 347 Jie Fang Avenue, Wuhan, 430022, Hubei Province, China
| | - Lei Wang
- Department of Epidemiology, Key Lab of Health Technology Assessment (National Health Commission), Key Laboratory of Public Health Safety, Ministry of Education, School of Public Health, Fudan University, 138 Yi Xue Yuan Road, Shanghai, 200032, China
| | - Yeerzhati Yeerjiang
- Department of Epidemiology, Key Lab of Health Technology Assessment (National Health Commission), Key Laboratory of Public Health Safety, Ministry of Education, School of Public Health, Fudan University, 138 Yi Xue Yuan Road, Shanghai, 200032, China
| | - Haifeng Gao
- Admissions Office, Shanghai Medical College of Fudan University, 138 Yi Xue Yuan Road, Shanghai, 200032, China
| | - Wanghong Xu
- Department of Epidemiology, Key Lab of Health Technology Assessment (National Health Commission), Key Laboratory of Public Health Safety, Ministry of Education, School of Public Health, Fudan University, 138 Yi Xue Yuan Road, Shanghai, 200032, China.
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Lohbeck A, Tóth-Király I, Morin AJ. Disentangling the Associations of Academic Motivation with Self-Concept and Academic Achievement using the Bifactor Exploratory Structural Equation Modeling Framework. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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42
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Yue Y, Lu J. International Students’ Motivation to Study Abroad: An Empirical Study Based on Expectancy-Value Theory and Self-Determination Theory. Front Psychol 2022; 13:841122. [PMID: 35401387 PMCID: PMC8984802 DOI: 10.3389/fpsyg.2022.841122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 02/07/2022] [Indexed: 11/15/2022] Open
Abstract
Push-pull theory, consumer decision-making models and rational choice theory are commonly used to explain international student mobility (ISM). Despite their merits, the individual’s motivation to study abroad is ignored. Based on two motivation theories—expectancy-value theory (EVT) and self-determination theory (SDT), this study examines whether students’ intention to study abroad originates from the students themselves or compromises social pressure and how the external factors defined in push-pull theory work with these motivations to affect their decision-making. A quantitative study was conducted with a sample size of 736 international students in China. The findings show that the decision to study abroad is a highly subjective and intrinsically driven behavior in which realizing one’s self-worth or fulfilling one’s purpose of life plays the most significant role. Making a decision needs a “cost-benefits calculus,” but the utility value of study abroad was positioned behind attainment value and identified motivation. The heterogeneity of international students’ motivation was also differentiated by both their gender and their parents’ educational backgrounds.
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Affiliation(s)
- Yun Yue
- School of Education, Torrens University Australia, Sydney, NSW, Australia
| | - Jinjin Lu
- College of Humanities and Social Sciences, Chaoyang University of Technology, Taichung, Taiwan
- School of Education, University of Tasmania, Hobart, TAS, Australia
- *Correspondence: Jinjin Lu,
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Hall SS, McGill RM, Puttick S, Maltby J. Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1215-1238. [PMID: 35304923 PMCID: PMC9545978 DOI: 10.1111/bjep.12496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 02/10/2022] [Indexed: 11/27/2022]
Abstract
Aim To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non‐resilient learning to develop a framework for promoting STEM resilience. Sample and method From a sample of secondary‐school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students’ resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students’ perceptions of teacher support.
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Affiliation(s)
- Sophie S Hall
- College of Life Sciences, University of Leicester, UK.,University of Nottingham, UK
| | | | | | - John Maltby
- College of Life Sciences, University of Leicester, UK
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Yeon Lee S, Friedman S, Christiaans E, Robinson KA. Valuable but costly? University students’ expectancy-value-cost profiles in introductory chemistry courses. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102056] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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Sutter CC, Hulleman CS, Givvin KB, Tucker M. Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2021.102095] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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46
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Rahman NA, Halim L. STEM Career Interest: The Effect of Gender. CREATIVE EDUCATION 2022; 13:2530-2543. [DOI: 10.4236/ce.2022.138160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
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Gartzia L, Morgenroth T, Ryan MK, Peters K. Testing the motivational effects of attainable role models: Field and experimental evidence. JOURNAL OF THEORETICAL SOCIAL PSYCHOLOGY 2021. [DOI: 10.1002/jts5.121] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Leire Gartzia
- Department of Management Deusto Business School University of Deusto Bilbao Spain
| | | | - Michelle K. Ryan
- Department of Psychology University of Exeter Exeter UK
- Global Institute for Women’s Leadership The Australian National University Canberra Australia
| | - Kim Peters
- Department of Management University of Exeter Business School Exeter UK
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Bates HE, Lowes S, West SL. MUREs: a new member of the URE-CURE family of research opportunities for undergrads. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:835-840. [PMID: 34554843 DOI: 10.1152/advan.00148.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 09/20/2021] [Indexed: 06/13/2023]
Abstract
Undergraduate research experiences are important for the development of scientific identity, appreciation of authentic research, and improvement of persistence toward science careers. We identified a gap in experiential research opportunities for undergraduate Biology students who were seeking a formal yet small-scale research experience that was unique to their own interests and career aspirations. These opportunities may be especially worthwhile for of science, technology, engineering, and mathematics (STEM) students aspiring to nonresearch scientific careers (i.e., medicine, dentistry, forensics, and communication) and underrepresented STEM students. Here, we reflect on the use of small-scale, individualized undergraduate research experiences that are based on established methods. These experiences have helped to fill this gap and create problem-centered learning opportunities for undergraduate students that are as unique as the students themselves.
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Affiliation(s)
- Holly E Bates
- Department of Biology, Trent University, Peterborough, Ontario, Canada
| | - Shanna Lowes
- Department of Biology, Trent University, Peterborough, Ontario, Canada
| | - Sarah L West
- Department of Biology, Trent University, Peterborough, Ontario, Canada
- Trent/Fleming School of Nursing, Trent University, Peterborough, Ontario, Canada
- Kinesiology Program, Trent University, Peterborough, Ontario, Canada
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Puente K, Starr CR, Eccles JS, Simpkins SD. Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students. J Youth Adolesc 2021; 50:2394-2411. [PMID: 34518982 PMCID: PMC8580903 DOI: 10.1007/s10964-021-01493-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Accepted: 08/24/2021] [Indexed: 11/26/2022]
Abstract
Though adolescents' science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students (N = 21,170; 50% girls) from 9th grade to three years post-high school and the variability within each racial/ethnic group based on gender and college generational status. Contrary to the literature, students' science identities increased over time, and the increases were larger for potential first- versus continuing-generation White students. Potential continuing-generation boys had stronger 9th grade science identities than potential first-generation girls in all groups except Asians. The findings suggest who might benefit from additional supports within each racial/ethnic group.
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Affiliation(s)
- Kayla Puente
- School of Education, University of California, Irvine, CA, USA.
| | | | - Jacquelynne S Eccles
- School of Education, University of California, Irvine, CA, USA
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSQ, 2060, Australia
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Concern or comfort with social comparisons matter in undergraduate physics courses: Joint consideration of situated expectancy-value theory, mindsets, and gender. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102023] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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