Why Students Choose STEM Majors

By Xueli Wang. 2013

639 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/0fb23b491228aaae93d718467380d8b156f87da0

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In Experimental and Cognitive Psychology

In General Agricultural and Biological Sciences

In Safety Research

Citations in the corpus

Interventions in education to prevent STEM pipeline leakage (2018, background): “However, this does not mean that interventions at an early age could not have an effect on the interest and persistence in STEM later on (Wang, 2013).”
A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “Research has confirmed this proposition, showing that self-efficacy is a predictor of students’ college major, career choices, and career aspirations (Adedokun, Bessenbacher, Parker, Kirkham, & Burgess, 2013; Brown & Lent, 2006; Vedder-Weiss & Fortus, 2012; Wang, 2013).”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, positive): “…Schunk, 1995), persist in their degree pathways (Eris et al., 2010; Matusovich, Streveler, & Miller, 2010; Seymour & Hewitt, 1997; Stake, 1984; Wang, 2013; Wolffram, Derboven, & Winker, 2009), and ultimately, remain in and are satisfied with their chosen disciplines (Ray & Kafka, 2014; Stage,…”
The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM) (2015, methodology): “Wang (2013), however, used data from the Education Longitudinal Study of 2002 to study the effects of 12th-grade student characteristics on intentions to major in STEM.”
Explaining entrepreneurial intentions, nascent entrepreneurial behavior and new business creation with social cognitive career theory – a 5-year longitudinal analysis (2021, methodology): “2020) and in testing SCCT (e.g., Özyürek 2005; Wang 2013; Wright et al.”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, methodology): “A limited number of studies related to academic major choices in STEM have utilised the SCCT theoretical framework to investigate issues relevant to STEM choice (Wang, 2013).”
Gender study on the relationships between science interest and future career perspectives (2018, methodology): “Moreover, since interest has indicated high correlation with students’ career trajectories, it has been used as a predictor to measure probabilities of choice in a future career (e.g. Wang, 2013; Tai, Liu, Maltese, & Fan, 2006; Kang & Keinonen, 2017).”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “High school students’ mathematical ability is crucial to their future academic success, choices of majors in college, and early career earnings (Geiser & Santelices, 2007; Rose & Betts, 2004; Wang, 2013).”
The impact of college‐ and university‐run high school summer programs on students’ end of high school STEM career aspirations (2018, background): “Indeed, schools have the ability to shape their pupils’ decisions, and adolescence is an opportune time to intervene in a student's trajectory (Bottia, Stearns, Mickelson, Moller, & Parker, 2015; Constan & Spicer, 2015; Walsh, 2011; Wang, 2013).”