1. What are the impacts of school and out-of-school-related activities on students’
intention to pursue a STEM degree?
2. What are the impacts of both teacher and parental educational expectations on
students’ intentions to pursue a STEM degree?
3. What are the impacts of a students’ self-efficacy in math and science and college
expectations on the likelihood of pursuing a STEM degree?
4. What are the impacts of interaction effects between individual, environment, and
behavior on students’ likelihood of pursuing a STEM degree?
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Narrowing Pathways? Exploring the Spatial Dynamics of Postsecondary STEM Preparation in Philadelphia, Pennsylvania
What geographical factors are associated with the postsecondary STEM preparation of students from underrepresented groups in the School District of Philadelphia from middle to high school?
Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science
The authors hypothesize that children’s developing interest in science emerges over time through coregulation between children’s interest and the informal science opportunities parents provide. Second, they suggest that this coregulation cycle may differ for boys and girls and this may ultimately account for some of the gender differences in science interest.