Understanding science career aspirations: Factors predicting future science task value

Author(s):  
M. Gail Jones ◽  
Katherine Chesnutt ◽  
Megan Ennes ◽  
Kelly Lynn Mulvey ◽  
Emily Cayton
2018 ◽  
Vol 63 ◽  
pp. 34-43 ◽  
Author(s):  
Kaisa Aunola ◽  
Anniina Selänne ◽  
Harri Selänne ◽  
Tatiana V. Ryba

2019 ◽  
Author(s):  
Bobbi Woods

Eccles’s expectancy-value theory (EVT) has been used to understand students’ achievement-related beliefs in certain STEM domains such as math and science. Studies have started to explore the role that parents and teachers EVT beliefs have in influencing students STEM-related career interest. However, a clear picture of the magnitude of this effect is unclear because studies exploring this association often only focus on one specific STEM domain and on one age group (e.g. lower elementary, upper elementary, middle school, or high school). Given that parents and teachers play a large role in the lives of students, it is important to understand how their beliefs are related to the education and career decision of students. As such, the goal of this systematic review and meta-analysis is to examine the magnitude of the association between the STEM-related expectancy and task-value beliefs of parents/teachers about their children/students with their child/student’s STEM-related career aspirations and academic achievement. The findings of this systematic review and meta-analysis will be discussed in terms of the implications for STEM-related education


2013 ◽  
Author(s):  
Melissa K. Goates-Jones ◽  
Lisa L. Leavitt ◽  
Ashley Rencher

2012 ◽  
Author(s):  
Hyunjung Yang ◽  
Ki-Hak Lee ◽  
Na-Rae Kim ◽  
Eunpyung Seo

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