The Relationship between Mathematics Identity and Personality Attributes with Students' Career Goals [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Cribbs, Jennifer; Piatek-Jimenez, Katrina; Mantone, Joanna
Titel	The Relationship between Mathematics Identity and Personality Attributes with Students' Career Goals [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Calculus; Student Surveys; College Students; Student Attitudes; College Mathematics; Occupational Aspiration; Career Choice; STEM Education; Identification (Psychology); Personality Traits; Persistence; Correlation; Regression (Statistics); Gender Differences; Self Concept + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schülerbefragung; Collegestudent; Schülerverhalten; Berufsneigung; Berufsziel; STEM; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausdauer; Korrelation; Regression; Regressionsanalyse; Geschlechterkonflikt; Selbstkonzept
Abstract	In this study, we surveyed 570 Calculus I and Calculus II students at two large public universities in the Northeastern region of the United States. We explored the relationship between these students' career goals in mathematics and other STEM fields, with their mathematics identity and self-identified personality attributes. Our findings suggest that mathematics identity can be used as a way of explaining persistence in mathematics and other STEM fields. We also found certain personality attributes to be correlated with persistence in these fields and these personality attributes varied based on gender. We conclude with a detailed analysis of our findings and some implications. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01