Qualified, but Not Choosing STEM at University: Unconscious Influences on Choice of Study

Autor/inn/en	Rodd, Melissa; Reiss, Michael; Mujtaba, Tamjid
Titel	Qualified, but Not Choosing STEM at University: Unconscious Influences on Choice of Study
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 14 (2014) 4, S.330-345 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2014.938838
Schlagwörter	STEM Education; Majors (Students); Course Selection (Students); Influences; Undergraduate Students; College Freshmen; Student Surveys; Educational Research; Decision Making; Attribution Theory; Achievement Need; Goal Orientation; Interviews; Defense Mechanisms; Theory of Mind; Self Efficacy; Change Strategies; Student Educational Objectives; Student Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? STEM; Course selection; Student; Students; Kurswahl; Influence; Einfluss; Einflussfaktor; Studienanfänger; Schülerbefragung; Bildungsforschung; Pädagogische Forschung; Decision-making; Entscheidungsfindung; Zielorientierung; Zielvorstellung; Interviewing; Interviewtechnik; Abwehrverhalten; Self-efficacy; Selbstwirksamkeit; Lösungsstrategie; Schülerverhalten; Ausland; Großbritannien
Abstract	This article offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year undergraduates and from survey data. It is argued that psychoanalytic interpretations have a role in educational research. Also, it is shown that unconscious forces influenced young peoples' decision making. Implications for policy are discussed, in particular, the issues of (a) the role of commitment and (b) being good enough to study a STEM discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10