A Model of Factors Contributing to STEM Learning and Career Orientation

Abstract

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students' pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.

A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students

“…STEM career knowledge, defined as a student's familiarity with a particular STEM career, varies considerably based on the school's STEM career guidance. The level of STEM career knowledge an individual has will directly affect one's intentions of pursuing a STEM career in the future (Compeau 2016;Nugent et al 2015;Zhang and Barnett 2015). Without adequate knowledge, there is a risk that students will dismiss a STEM-based career path as a potential option for their future.…”

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

“…Therefore, many studies of STEM education have emphasized the role of secondary students' interest and motivation to participate in STEM majors and careers (Nugent et al, 2015;Oh, Jia, Lorentson, & LaBanca, 2013;Riegle-Crumb, Moore, & Ramos-Wada, 2011). In particular, Wang (2013) examined students' intentions to select STEM majors in college and found their intentions to be affected by early learning experiences and motivational attributes, such as self-efficacy in math during 12th grade.…”

Understanding the delivery of a Canadian-based after-school STEM program: a case study

“…While similar studies have not yet been conducted on a national level and key factors related to students' success are yet to be determined, strategies have been suggested to minimize these identified issues. These include increasing the involvement of youth in STEM learning at an early age, fostering their interest in STEM throughout elementary and high school to ensure a basic level of literacy, and enhancing their awareness of STEM-related opportunities when making decisions regarding future career and educational aspirations (Falk et al, 2016;Nugent, Barker, Welch, Grandgenett, & Nelson, 2015). Several Canadian STEMbased outreach organizations have developed national initiatives to support STEM learning amongst school-aged youth both inside and outside of the school environment, including Actua™ Canada, Let's Talk Science, and Youth Science Canada.…”