Exploring Student Persistence in STEM Programs: A Motivational Model

Autor/inn/en	Simon, Rebecca A.; Aulls, Mark W.; Dedic, Helena; Hubbard, Kyle; Hall, Nathan C.
Titel	Exploring Student Persistence in STEM Programs: A Motivational Model
Quelle	In: Canadian Journal of Education, 38 (2015) 1, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	STEM Education; Academic Persistence; Student Motivation; Emotional Response; Males; Females; Gender Differences; Community Colleges; Structural Equation Models; Two Year College Students; Goal Orientation; Personal Autonomy; Foreign Countries; Self Efficacy; Academic Achievement; Disproportionate Representation; Predictor Variables; Mastery Learning; College Freshmen; Questionnaires; Likert Scales; Affective Behavior; Performance; Grades (Scholastic); High School Students; Canada (Montreal); Academic Motivation Scale; Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? STEM; Schulische Motivation; Emotionales Verhalten; Male; Männliches Geschlecht; Weibliches Geschlecht; Geschlechterkonflikt; Community college; Community College; Zielorientierung; Zielvorstellung; Individuelle Autonomie; Ausland; Self-efficacy; Selbstwirksamkeit; Schulleistung; Prädiktor; Studienanfänger; Fragebogen; Likert-Skala; Affective disturbance; Active behaviour; Affektive Störung; Achievement; Leistung; Notenspiegel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	To address continually decreasing enrollment and rising attrition in post-secondary STEM degree (science, technology, engineering, and mathematics) programs, particularly for women, the present study examines the utility of motivation and emotion variables to account for persistence and achievement in science in male and female students transitioning from high school to junior college. Consistent with self-determination theory (Deci & Ryan, 2012) and achievement-goal theory (Senko, Hulleman, & Harackiewicz, 2011), structural equation modelling based on data from 1,309 students from four English-language CEGEPs showed students' achievement goals, self-efficacy, and perceived autonomy support to impact intrinsic motivation, emotions, and achievement that, in turn, predicted persistence in the science domain. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01