ERIC Number: EJ1057949
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 82
Exploring Student Persistence in STEM Programs: A Motivational Model
Simon, Rebecca A.; Aulls, Mark W.; Dedic, Helena; Hubbard, Kyle; Hall, Nathan C.
Canadian Journal of Education, v38 n1 2015
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.
Descriptors: 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
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: firstname.lastname@example.org; Web site: http://www.csse.ca/CJE/General.htm
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)
Identifiers - Assessments and Surveys: Academic Motivation Scale; Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey