Also, students who ranked career interests involving helping others were more likely to pursue STEM careers, but this analysis showed that student preference for career activities involving helping others and being concerned for their welfare was not a statistically significant indicator of their likelihood to pursue a STEM career. The first analysis regressed grade level, SCK score, and MSE score against the likelihood to pursue a STEM career. STEM education and the specialists it creates are highly important for the competitiveness of a nation and its innovation potential – be it in economy or science. These society influencers include role models that students are exposed to either in person or through the media, the individual students interact with on a daily basis such as teachers, family members, and peers, as well as students’ extracurricular experiences (Dabney et al. International Journal of Science Education, 32(5), 653–667. This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions. Kuncel, NR, Credé, M, Thomas, LL. Contemporary Educational Psychology, 24(2), 71–94. A summary of the SCK score is in Fig. Social Cognitive Career Theory (SCCT) (Lent et al. Reading, study, analysis, and investigation was listed in the top 2 favorites for career activities by 36.5% of students who had high MSE scores (between 4 and 5) when compared to 28.4% of students with low MSE (0 through 3) (χ2 = 7.979, df = 1, p < .01). Taking publicly funded projects in STEM education as a special lens, we aimed to learn about research and trends in STEM education. Also, students with higher MSE were more knowledgeable about STEM career requirements. Individuals are not limited to one personality type and many exhibit characteristics on more than one type. Bivariate logistic regression was conducted to explore the relative contribution of the following factors on the likelihood that students would choose a STEM career: SCK score, MSE score, grade level, career interests, and career activities. In order to determine whether MSE was correlated with students STEM career knowledge (RQ2) and/or between MSE and career interests and/or preferred career activities (RQ3), we first determined the MSE scale for the cohort. This career interest was technical and scientific skills. Two more regressions were conducted: one to regress career activities and a second to regress career interests against the likelihood to pursue a STEM career as a dependent variable. statement and Log in. The SCK was validated using confirmatory factor analysis (CFA) and reliability analysis. The best topic - not just a good one but the best one - for students, who may not be experienced researchers? A self-efficacy approach to the career development of women. Patton, W, & McMahon, M (2006). The regression revealed that students who rated technical and scientific skills in their top 2 favorite career interests were 5.4 times more likely to pursue a STEM career (probability = .84). Although 88% of parents believe they can help guide their children’s learning, less than 28% actually discuss the value of a STEM education with their children (“Let’s Talk Science Canada Annual Report,” 2015). Self-efficacy: toward a unifying theory of behavior change. Journal of Vocational Behavior, 45(1), 79–122. high school engineering students’ identities and interest in stem, morgan lane. Cultural Studies of Science Education, 10(3), 637–656. While a focus group could better explore the students’ preferences for creativity and creative careers, this level of detail is not possible in large sample survey-based research and is outside of the scope of this study. Not every STEM-related graduate job is this obvious though. (2009). Students were asked to describe their experiences in mathematics by rating each of the following statements on a scale ranging from (1) Strongly disagree to (5) Strongly agree: I get good grades in mathematics; I learn quickly in mathematics; I look forward to my mathematics class; I feel tense doing mathematics problems; I feel helpless doing mathematics problems. Experiences and perceptions of STEM subjects, careers, and engagement in STEM activities among middle school students in the maritime provinces. Blotnicky, K.A., Franz-Odendaal, T., French, F. et al. When you do your research study, the first thing that you need to polish is your problem statement. 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