Mind the Confidence Gap: Gender, Domain-Specific Self-Beliefs, and STEM Pathways.

Autor/inn/en	Hecker, Britta; Shure, Nikki; Yükselen Saif, Ipek
Institution	Luxembourg Institute of Socio-Economic Research
Titel	Mind the Confidence Gap: Gender, Domain-Specific Self-Beliefs, and STEM Pathways. Gefälligkeitsübersetzung: Die Selbstvertrauenslücke im Blick: Geschlecht, fachspezifisches Selbstvertrauen und MINT-Bildungswege.
Quelle	Esch-sur-Alzette (2026), 18 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	IZA discussion paper / IZA Network @ LISER. 18535
Sprache	englisch
Dokumenttyp	online; Monografie
Schlagwörter	Informationstechnische Bildung; Kompetenz; Selbstbewusstsein; Selbsteinschätzung; Sekundarbereich; Schüler; Computerkenntnisse; Lesen; Mathematik; Berufswahl; MINT-Beruf; Studienfachwahl; Arbeitspapier; Auswirkung; Geschlechtsspezifik; Jugendlicher; NEPS (National Educational Panel Study); Deutschland
Abstract	"We examine how adolescents' domain-specific confidence shapes subsequent participation in Science, Technology, Engineering, and Mathematics (STEM) study and vocational training, using longitudinal data from a nationally representative cohort of German secondary school students. We show that domain-specific confidence measures provide markedly different predictions from composite confidence indices: in line with established models from educational psychology, higher confidence in mathematics and Information and Communications Technology (ICT) increase the likelihood of entering STEM pathways, whereas higher confidence in reading decreases it. These opposing patterns are obscured when confidence is aggregated into a single measure. Our findings demonstrate the importance of distinguishing between domains when studying non-cognitive determinants of STEM choices and suggest that broad confidence-building interventions may unintentionally reinforce existing gender disparities in STEM participation." The study refers to the period 2011-2020 (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2026/4