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Self-Efficacy
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Identifying Taiwanese Teachers’ Perceived Self-efficacy for Science, Technology, Engineering, and Mathematics (STEM) Knowledge

-Male teachers outperformed female teachers in each dimension
of the survey.
-Teachers’ self-efficacy in synthesized knowledge of STEM had two mediating effects. One was in the relationship between self-efficacy in engineering design and attitudes toward STEM education. The other was in the relationship between self-efficacy in Mathematical Thinking and Attitudes toward STEM education. Displaying higher self-efficacy in Engineering Design or Mathematical Thinking is not sufficient to positively predict their attitudes toward STEM education. It is having teachers with higher self-efficacy in the synthesized knowledge of STEM that matters.
-Taiwan teachers tend to have relatively high self-efficacy in terms of their Mathematical Thinking knowledge.
-Taiwan teachers seem to manifest favorable Attitudes regarding STEM education.
-Twain teachers have relatively low confidence in their Engineering Design knowledge.
– Teachers’ Scientific Inquiry and Technology Use did not relate to their self-efficacy in Synthesized Knowledge of STEM and Attitudes toward STEM education.
– Only when teachers demonstrate higher confidence in combining technology use, engineering design, and mathematical thinking into a single learning topic of science in many ways will they believe in the positive impact of STEM education on students.
– When designing teachers’ professional development, the educational authorities concerned should be very intentional in facilitating teachers’ understanding of concepts and processes that are applied through engineering design and mathematical thinking activities.

The Relationship of STEM Attitudes and Career Interest

-The authors findings reinforce prior research that students across key demographic factors perceive biological/clinical and physical science career paths differently, resulting in two career clusters.
-The relationship of mathematics attitudes to career
interest varied by STEM career cluster.
-Findings were supportive of the conclusion that students’ attitudes towards STEM careers are not static over their primary and
secondary grades, stabilizing and leveling during their secondary years.
-Gender showed significantly different interest levels for the two career clusters: males higher for physical sciences and females higher for biological/clinical sciences.
-Racial/ethnic disparity in STEM career interests can be seen more readily in physical sciences and engineering than in the biological sciences.
-The authors’ work reinforces findings that students, as young as elementary grades, are forming attitudinal associations between their academic and life experience and future STEM careers.

The Relationship Between Self-Efficacy and Advanced STEM Coursework in Female Secondary Students

1: How do female students’ levels of self-efficacy correlate with their decision to enroll in advanced STEM coursework and STEM extracurricular activities? 2: How does the CoP in and surrounding a small rural high school contribute to
female secondary students’ enrollment in advanced STEM coursework?

Unique Effects and Moderators of Effects of Sources on Self-Efficacy: A Model-Based Meta-Analysis

– Educational level and cultural factors moderate individuals’ learning experiences and subsequently their self-efficacy beliefs,
particularly in science, technology, engineering, and mathematics (STEM) domains.
– The results suggest the importance of intervening early in STEM-related academic and career development and attending to
gender and racial/ethnic influences in the types of learning experiences to which individuals are exposed.
– The authors found that variance explained was significantly higher in non-STEM domains (R2 .37) relative to STEM domains (R2 .22), suggesting that other factors are also important in accounting for self-efficacy beliefs related to STEM subjects.
– In all of the subsamples studied, Performance Accompishment (PA) was the dominant influence on self-efficacy. Once PA was statistically controlled, the other three sources were weakly predictive of self-efficacy.
– The authors note that there was no evidence of race/ethnicity as
a moderator of the sources-to-efficacy relationships in STEM
college samples. This suggests that among college students, the
sources are similarly predictive of STEM self-efficacy for nonWhite
and White individuals.

Stereotype threat as a barrier to women entering engineering careers

The authors examine whether differing levels of confidence for coping with barriers to education would moderate the relationship of stereotype threat and STEM self-efficacy.

An Exploration into the Potential Career Effects from Middle and High School Mathematics Experiences: A Mixed Methods Investigation into STEM Career Choice

– Lower levels of mathematics anxiety, higher levels of mathematics courses completed in high school, positive teacher experiences, and multiple instances of exposure to STEM fields while in middle and high school increased the likelihood that students would choose a STEM major.
– Lower levels of mathematics anxiety and being placed into higher-ability mathematics courses in middle and high school correlated with higher levels of mathematics self-efficacy.
– Higher levels of mathematics self-efficacy in middle and high school led to increased instances of pursuing a STEM career.
– Students enrolled in at least Calculus I while in high school were significantly more likely to choose a STEM major in college.
– Interviews revealed a larger percentage of STEM majors indicating positive mathematics teacher experiences than non-STEM majors.

The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors

1. What factors predict that incoming STEM majors who graduate will attain a STEM degree?
2. What elements affect incoming STEM majors’ persistence in college?
3. What variables influence non-STEM majors who graduate college to switch to and attain a degree in a STEM field?
4. What factors motivate undecided majors to declare and graduate with a STEM degree?

Female Faculty Role Models, Self-efficacy and Student Achievement

This study estimates the effect of having a female instructor, the effects of measures of self-efficacy, and the interaction effects of measures of self-efficacy and having a female instructor on female and male student grade performance.

Collective Effects of Individual, Behavioral, and Contextual Factors on High School Students’ Future STEM Career Plans

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?

Why does teacher gender matter?

– High school math and science teacher gender affects student interest and self-efficacy in STEM. However, such effects become insignificant once teacher behaviors and attitudes are taken into account, thus pointing towards an omitted variables bias.
– Teacher beliefs about male and female ability in math and science – as well as how teachers treat boys and girls in the classroom – matter more than teacher’s own gender.
-Creating a positive learning environment and making math and science interesting are pivotal in engaging students in these subjects.
– Student interest and self-efficacy are substantially affected by teacher ability to make their subject interesting and to create a positive learning environment.
– Rather than hiring more female teachers or segregating students by gender, training teachers ( increasing empathy and reducing gender biases) could be more effective in increasing student self-efficacy and interest in STEM.
– What matters primarily in this context are not the role models played by teachers (or the stereotype threats), but the time and skills that instructors put in preparing their lectures and supporting their students.

Cracking the Code: Girls' and Women's Education in Science, Technology, Engineering and Mathematics (STEM)

The report is intended to stimulate debate and inform STEM policies and programmes at global, regional and national levels. Specifically, it aims to: i) document the status of girls’ and women’s participation, learning achievement, and progression in STEM education; ii) ‘crack the code’, i.e., decipher the factors that contribute to girls’ and women’s participation, achievement and progression in STEM education; and, iii) identify interventions that promote girls’ and women’s interest in and engagement with STEM studies.

The Role of Motivation and Cognitive Engagement in Science Achievement

– Elementary students tend to perceive science classes as important, useful, and interesting.
– Students are likely to use various cognitive strategies in science classes.
– The mean science achievement score of 7.36 out of 14 revealed that students have a moderate level of science achievement.
– Self-efficacy and task-value significantly predicted students’ science achievement; cognitive engagement did not.
– Self-efficacy provided the strongest contribution to explaining science achievement. Task value makes the second strongest contribution.
– All independent variables were positively correlated with each other – higher levels of self-efficacy and task value were associated with higher levels of cognitive engagement.
– Student motivation (i.e., self-efficacy and task value) significantly contributed to the prediction of students’ science achievement.
– Positive and significant correlations were found among self-efficacy, task-value and cognitive engagement.
– Cognitive engagement failed to significantly predict students’ science achievement.

Aligning Science Achievement and STEM Expectations for College Success: A Comparative Study of Curricular Standardization

This paper examines student science
achievement in the precollege years, focusing
on students who indicate they plan to major
in science or pursue a science career. It compares the United States with other industrialized countries in terms of science achievement and determines the degree to which crossnational variations in standardization of the curriculum are related to science achievement, net of other country-level factors such as teacher quality and economic development. The authors then examine cross-national variations in students’
future orientations toward STEM to determine
whether curricular standardization is related
to the alignment of students’ science achievement with their plans to pursue a STEM major or career

STEM-Focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs

1) To what extent do students attending inclusive STEM high schools experience more advanced STEM courses, engaging STEM teaching, real-world STEM experiences, and supports for succeeding in STEM courses and applying to college than do students attending other high schools? 2) To what extent do ISHS students’ STEM interests, activities, achievement, and expectations differ from those of demographically similar students attending high schools without a STEM focus? 3) How are the features promoted for inclusive STEM high schools related to student STEM outcomes?

Deconstructing the Transfer Student Capital: Intersect between Cultural and Social Capital among Female Transfer Students in STEM Fields

This study explored the experiences of female transfer students majoring in STEM areas at a midwestern university by highlighting the role of Transfer Student Capital in their academic and social adjustment. The authors further deconstructed the notion of Transfer Student Capital by looking at how cultural and social capital intersect through the early background influences as well as the pre- and post-transfer experience of female community college transfer students in STEM disciplines. Research questions include (1) How do students describe the early influences regarding people, places, and experiences that influenced their early interests in STEM majors? and (2) How do female transfer students describe their academic pre- and post-transfer process and experiences?

Examining the Self-Efficacy of Community College STEM Majors: Factors Related to Four-Year Degree Attainment

This study examines what experiences can improve the self-efficacy of community college students as it relates to research and whether this has an impact on their long-term career plans to pursue a STEM career.

Factors Influencing Black Males' Preparation for College and Success in STEM Majors: A Mixed Methods Study

1) What specific factors influence Black males’ preparation for college? 2) What specific factors influence Black males’ success in STEM fields?

Belonging and Academic Engagement Among Undergraduate STEM Students: A Multi-institutional Study

1) Which levels of belonging are most consistently associated with behavioral engagement as well as emotional engagement after controlling for relevant factors such as self-efficacy? 2) What are the similarities and differences among the different types of institutions in terms of the relationships between belonging levels and engagement?

Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender

This study examines social cognitive influences on engineering student STEM confidence, with a particular focus on women and underrepresented minorities.

Predicting 9th Graders' Science Self-Efficacy and STEM Career Intent: A Multilevel Approach

The purpose of this study is to identify the factors that predict 9th grade students’ science self-efficacy and STEM career intent.

Academic Self-Efficacy and Performance of Underrepresented STEM Majors: Gender, Ethnic, and Social Class Patterns

This study examined the academic self-perceptions and performance of STEM students who embodied multiple STEM-minority identities.

Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support

1) What are the relationships among high school exposure to math and science, achievement and motivational attributes as related to math, intent to pursue STEM upon entry into postsecondary education, and entrance into STEM fields of study? 2) How are students’ initial postsecondary education experiences, such as academic interaction, receipt of financial aid, and remediation, related to STEM entrance? 3) How do these relationships vary by race, gender, and SES?

Modeling Entrance into STEM Fields of Study Among Students Beginning at Community Colleges and Four-Year Institutions

1) What factors contribute to students pursuing STEM degrees in community colleges and four-year colleges? 2) Are there different barriers that underrepresented groups in STEM face? 3) What is the relationship between STEM interests and math self-efficacy beliefs, high school exposure to math and science, and high school math achievement?

Stepping onto the STEM Pathway: Factors Affecting Talented Students' Declaration of STEM Majors in College

1) What are the college educational patterns and experiences of individuals talented in STEM? How do they affect the selection of a college major in STEM? How do they differ by age cohort? 2) What factors predict STEM majors in college?

Social cognitive predictors of the interests and choices of computing majors: Applicability to underrepresented students

To extend prior research on SCCT in the context of STEM fields by examining the theory’s potential for understanding the interests and choices of students in the computing disciplines, including two groups of students that remain substantially underrepresented in computing (i.e., women and African Americans).

A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes

Why did the women in the study- whose qualifications were arguably better than those of the men when they entered the chemical engineering curriculum- earn lower grades in chemical engineering courses and exhibit progressively lower confidence levels and expectations of themselves as they advanced through the curriculum?

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