STEM Stereotypes and High School Students’ Math/Science Career Goals

2016 ◽  
Vol 25 (4) ◽  
pp. 585-600 ◽  
Author(s):  
Patton O. Garriott ◽  
Kristin M. Hultgren ◽  
Julian Frazier
Keyword(s):  
High School ◽  
High School Students ◽  
Factor Structure ◽  
Self Efficacy ◽  
Career Goals ◽  
Equation Modeling ◽  
School Students ◽  
Negative Stereotypes ◽  
Science Career ◽  
Science Interests

This study examined negative stereotypes of science, technology, engineering, and mathematics (STEM) professionals as predictors of math/science interests and career goals in a sample of high school students. In a scale development study, results of an exploratory factor analysis ( N = 341) indicated a single-factor structure best represented items for the Math and Science Stigma (MASS) Scale—a measure of negative stereotypes of STEM professionals. In a follow-up study, structural equation modeling was used to confirm the factor structure of the MASS. Further analyses showed that a model with STEM stereotypes depicted as a proximal contextual barrier to math/science career interests and goals fit the data well. STEM stereotypes were a significant predictor of math/science self-efficacy, math/science self-efficacy was a significant predictor of math/science interests, and interests predicted math/science career goals. The relationship between STEM stereotypes and math/science interests was explained by self-efficacy. Results are discussed in terms of decreasing negative stereotypes of STEM professionals and enhancing high school students’ interests in STEM careers.

Social Cognitive Predictors of Mexican American High School Students’ Math/Science Career Goals

2016 ◽  
Vol 44 (1) ◽  
pp. 77-90 ◽  
Author(s):  
Patton O. Garriott ◽  
Trisha L. Raque-Bogdan ◽  
Lorrine Zoma ◽  
Dylan Mackie-Hernandez ◽  
Kelly Lavin
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Mexican American ◽  
Social Cognitive ◽  
Cognitive Model ◽  
Career Goals ◽  
School Students ◽  
Science Career ◽  
Family Supports

This study tested a social cognitive model of math/science career goals in a sample ( N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized model provided an adequate fit to the data. Familism predicted performance accomplishments and perceived family supports while perceived family supports predicted self-efficacy and goals. The final model explained 63% of the variance in interests and 53% of the variance in goals. Mediation tests showed that person-cognitive variables explained the relationships between contextual variables and goals. Contrary to hypotheses, interests did not predict goals and proximal family supports did not moderate the relationship between interests and goals. Results are discussed in terms of incorporating culture-specific values into interventions aimed at enhancing the math/science career interests and goals of Mexican American high school students.

scholarly journals The colours of the Higgs boson: a study in creativity and science motivation among high-school students in Italy

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Angelos N. Alexopoulos ◽  
Pierluigi Paolucci ◽  
Sofoklis A. Sotiriou ◽  
Franz X. Bogner ◽  
Tommaso Dorigo ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Empirical Support ◽  
Career Motivation ◽  
School Students ◽  
Science Career ◽  
Science Motivation ◽  
The Impact

AbstractWith the increasing shift from STEM to STEAM education, arts-based approaches to science teaching and learning are considered promising for aligning school science curricula with the development of twenty-first century skills, including creativity. Yet the impact of STEAM practices on student creativity and specifically on how the latter is associated with science learning outcomes have thus far received scarce empirical support. This paper contributes to this line of research by reporting on a two-wave quantitative study that examines the effect of a long-term STEAM intervention on two cognitive processes associated with creativity (act, flow) and their interrelationships with intrinsic and extrinsic components of science motivation. Using pre- and post-survey data from 175 high-school students in Italy, results show an overall positive effect of the intervention both on the act subscale of creativity and science career motivation, whereas a negative effect is found on self-efficacy. Gender differences in the above effects are also observed. Further, results provide support for the mediating role of self-efficacy in the relationship between creativity and science career motivation. Implications for the design of STEAM learning environments are discussed.

Factors Influencing High School Students’ Career Aspirations

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Mei Tang ◽  
Wei Pan ◽  
Mark D. Newmeyer
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Aspirations ◽  
Outcome Expectations ◽  
Equation Modeling ◽  
School Students ◽  
Factors Influencing

This article explores the factors influencing high school students’ career aspirations with a study analyzing 141 high school students. The Social Cognitive Career Development Model was utilized to examine the interactive relationships among learning experiences, career self-efficacy, outcome expectations, career interests, and career choices. The results of a structural equation modeling analysis supported the mediating role of career self-efficacy in the career decision-making process, but the specific paths among the predicting variables to career aspirations were found to be different for female and male high school students. Implications for school counselors to provide more effective career intervention programs are discussed.

scholarly journals MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION

2016 ◽  
Vol 71 (1) ◽  
pp. 62-72
Author(s):  
Şenol Şen
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Effort Regulation ◽  
Metacognitive Learning

This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students’ metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students’ self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 % of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. Key words: effort regulation, high school students, learning strategies, self-efficacy beliefs, structural equation modeling.

School Connectedness, Academic Self-Efficacy, and Academic Performance: Mediating Role of Hope

2021 ◽  
pp. 003329412110069
Author(s):  
Hossien Zeinalipour
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
School Connectedness ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Statistical Population ◽  
Academic Self Efficacy

The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires – i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children’s Hope Scale by Snyder et al., and Brown and Evans’ School Connectedness Scale – were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.

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