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Does Active Learning Contribute to Transfer Intent among 2-Year College Students Beginning in STEM?
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Wang, Xueli; Sun, Ning; Lee, Seo Young; Wagner, Brit – Journal of Higher Education, 2017
This study explored whether and how beginning 2-year college students' engagement in active learning within science, technology, engineering, and mathematics (STEM) classrooms is related to their intent to transfer to a 4-year institution. Despite the potentially important role active learning experiences play in shaping 2-year college students'…
Descriptors: Active Learning, Community Colleges, Two Year College Students, Self Efficacy
Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support
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Wang, Xueli – American Educational Research Journal, 2013
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. Results suggest that choosing a STEM major is directly influenced by…
Descriptors: STEM Education, Social Theories, Social Cognition, Mathematics Achievement
Investigating the Psychometric Properties of a New Survey Instrument Measuring Factors Related to Upward Transfer in STEM Fields
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Wang, Xueli; Lee, Seo Young – Review of Higher Education, 2019
We investigated the psychometric properties of six latent factors in a new survey instrument measuring factors related to transfer in STEM from 2-year to 4-year institutions: initial attitudes toward math, initial attitudes toward science, self-efficacy in math, self-efficacy in science, active learning, and transfer-oriented interaction. We…
Descriptors: Surveys, Psychometrics, Item Response Theory, STEM Education
Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper
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Wang, Xueli – Wisconsin Center for the Advancement of Postsecondary Education (NJ1), 2012
This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science…
Descriptors: STEM Education, Course Selection (Students), Mathematics Achievement, Self Efficacy