Student Attitudes Toward STEM: A Revised Instrument of Social Cognitive Career Theory Constructs (Fundamental)

Abstract

Curriculum and Instruction at the University of Alabama in Huntsville. She received her Ph.D. in curriculum, teaching, and educational policy from Michigan State University. Her research interests include teacher preparation and mentoring practices, research-based instructional strategies for teaching mathematics and STEM education, and teacher development.

Apoyo de pares y expectativas de resultado en STEM: Desarrollo y validación de un instrumento

“…Las expectativas de resultado son aquellas creencias individuales sobre lo que sucederá al realizar cierta actividad o tener ciertos comportamientos, de forma tal que si el individuo considera que ésta lo conduce a algún resultado valioso, será más propenso a elegir realizarla (Roller et al, 2018), y le permitirá mantenerse enfocado en el logro a largo plazo (Chachashvili-Bolotin et al, 2016). Implican consecuencias imaginadas y son un mediador crítico entre la carrera, el interés académico y el desarrollo de habilidades; miden la percepción de los jóvenes de ciertas carreras basadas en sus resultados monetarios, sociales y de autosatisfacción percibidos (Nugent et al, 2015), convirtiéndose en factores decisivos en la elección de una especialización de STEM.…”

Students Attitudes Surrounding STEM: A Social Cognitive Career Theory Instrument for High School

“…STEM-CIS was used to assess Taiwanese high school STEM career interest in the context of SCCT, but it was validated using the disciplinespecific scales (science, technology, engineering, and math), rather than the SCCT constructs (self-efficacy, outcome expectations, interests, goals, supports, and person inputs; Kier et al, 2014). Likewise, S-STEM, and its derivative SIC-STEM, was developed with individual scales for 21st century skills, science, math, and a combined scale for science and technology (Roller et al, 2020;Unfried et al, 2015). Recently, STEM-CIS was adapted for high school students in China and validated using the SCCT scales, demonstrating that the instrument could be used for evaluation of the SCCT constructs (Mau et al, 2019).…”

“…The literature examining the SCCT latent variable relationships during adolescence has mainly focused on single subjects such as math (Garriott et al, 2013; Lim & Chapman, 2013; Lopez et al, 1997; Lopez & Lent, 1992; Schukajlow et al, 2012) or bioinformatics (Kovarik et al, 2013), or on single disciplines such as science (Stake, 2006; Syed et al, 2012), but these narrowly focused instruments are too numerous to review here. To our knowledge, only three instruments have been developed to investigate the SCCT constructs in the context of all-inclusive STEM with high school students: the STEM Career Interest Survey (STEM-CIS; Kier et al, 2014), the Student Attitudes Toward STEM (S-STEM; Unfried et al, 2015), and the Student Interest and Choice in STEM (SIC-STEM; Roller et al, 2020). STEM-CIS was used to assess Taiwanese high school STEM career interest in the context of SCCT, but items were not examined using SCCT constructs: self-efficacy, outcome expectations, interests, goals, supports, and person inputs (Kier et al, 2014).…”

“…Instead, latent variables containing representative SCCT items were created for each discipline (science, technology, engineering, and math), and validity evidence was examined for the discipline-related factor structure. Likewise, S-STEM, and its derivative SIC-STEM, was developed with latent variables for 21st century skills, science attitudes, math attitudes, and a combined scale for science and technology attitudes (Roller et al, 2020; Unfried et al, 2015). Within each latent variable, items were included to assess self-efficacy, outcome expectations, interests, and career goals.…”

SSTEM Kariyer İlgi ve Tercihleri Anketinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

“…The purpose of this study is the adaptation of the STEM career interest and preferences survey (SCIPS) developed by Roller et al (2018) to Turkish and to analyze its validity and reliability. The survey items consists of expressions which contain the five components of TSCC as self-sufficiency, outcome expectations, interests, choice goals and choice actions (Roller, Lampley, Dillihunt, Benfield, & Turner, 2018). It is considered that the survey will be beneficial in terms of determining TSCC components which might be effective in students' choosing a STEM career.…”