It Takes Two: Expectancy-Value Constructs and Vocational Interests Jointly Predict STEM Major Choices

Wille, Eike; Stoll, Gundula; Gfrörer, Thomas; Cambria, Jenna; Nagengast, Benjamin; Trautwein, Ulrich

doi:10.1016/j.cedpsych.2020.101858

Cited by 40 publications

(38 citation statements)

References 63 publications

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“…Empirical evidence supports a positive relationship between standardized educational achievement and STEM major choice (e.g., Arcidiacono, 2004;Kinsler & Pavan, 2015;P. Parker et al, 2014;Wille et al, 2020). At the same time, educational achievement is relevant to earnings: Due to their importance to productivity in the labor market and the positive relationship between productivity and earnings, individuals with higher educational achievement can be expected to receive higher earnings on average, which is supported by empirical evidence (Borghans et al, 2016;Heckman et al, 2006;Jencks et al, 1983;Kinsler & Pavan, 2015;Stoll et al, 2017).…”

Section: The Role Of Abilitiesmentioning

confidence: 82%

“…Individuals are expected to self-select into occupations that fit their preferences, and a closer fit is thought to positively impact their satisfaction and performance (Stoll et al, 2017). In fact, there is a significant association between vocational interests and individuals' university-level field of study (e.g., Päßler & Hell, 2012;Wille et al, 2020).…”

Section: The Role Of Abilitiesmentioning

confidence: 99%

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Field of Study and Earnings: The Role of (Self-)Selection by Individual Characteristics

Ayaita¹,

Spengler²,

Nagengast³

et al. 2020

Preprint

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The question of how field of study at university predicts later earnings is of great theoretical and practical relevance. However, when investigating the role of field of study for earnings, researchers often rely on descriptive data with only a few control variables. The present study went beyond such estimates by investigating how field of study relates to earnings when holding important psychological and sociological constructs at the end of high school constant. The analyses were based on a unique longitudinal dataset of 1,162 German high school graduates followed for 14 years, which includes measures of abilities, personality, and family background. Structural equation models revealed significant earnings premia for the fields of engineering/technology, medicine/health, and business/economics even after controlling for abilities, personality, and family background. Including those control variables reduced the raw field of study effects.

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Section: The Role Of Abilitiesmentioning

confidence: 82%

Section: The Role Of Abilitiesmentioning

confidence: 99%

Field of Study and Earnings: The Role of (Self-)Selection by Individual Characteristics

Ayaita¹,

Spengler²,

Nagengast³

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…A number of studies have empirically documented that students' trait interests relate to their study choices, in particular in higher education (e.g., Wille et al, 2020). Similar research in the context of secondary school is largely lacking.…”

Section: Trait Interestsmentioning

confidence: 99%

Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

Lavrijsen

Tracey

Verachtert

et al. 2021

Personality and Individual Differences

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“…A strong social vocational orientation would likely predispose a student to a pathway that serves others. For instance, vocational interests were stronger predictors of STEM major choice for German high school students compared to expectancy and value beliefs (Wille et al, 2020). An integrative framework that incorporates the role of social motivation could help illuminate the processes by which adolescent youth of color navigate academic and career pathways in high school and college.…”

Section: Future Plans Are Shaped By a Complex Web Of Cognitive Affecmentioning

confidence: 99%

There are two I’s in motivation: Interpersonal dimensions of science motivation among racially diverse adolescent youth

Kim¹,

Anderson²,

DeRosia³

et al. 2020

Preprint

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With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ self-efficacy for science, interest in science, and future plans to pursue science pathways. However, our understanding of these motivational constructs has largely been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic and career pathways. In the present study, we used a mixed methods approach to examine science motivation in six high school students of color who participated in a brief, near peer mentoring program with undergraduate mentors of color. Our quantitative survey findings, as well as inductive coding of semi-structured interviews, revealed that science self-efficacy, interest in science, and future plans in science center around the importance of forming and maintaining interpersonal connections with others. These data point to the utility of a sociocultural perspective in expanding our understanding of motivational processes in a way that is more inclusive of the experiences of racial and ethnic minority youth.

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It Takes Two: Expectancy-Value Constructs and Vocational Interests Jointly Predict STEM Major Choices

Cited by 40 publications

References 63 publications

Field of Study and Earnings: The Role of (Self-)Selection by Individual Characteristics

Field of Study and Earnings: The Role of (Self-)Selection by Individual Characteristics

Understanding school subject preferences: The role of trait interests, cognitive abilities and perceived engaging teaching

There are two I’s in motivation: Interpersonal dimensions of science motivation among racially diverse adolescent youth

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