How STEM Majors' Evaluations of Quantitative Literacy Relate to Their Imagined STEM-Career Futures

Autor/in	Nicholes, Justin
Titel	How STEM Majors' Evaluations of Quantitative Literacy Relate to Their Imagined STEM-Career Futures
Quelle	In: Across the Disciplines, 16 (2019) 2, S.1-15 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	STEM Education; Majors (Students); Career Choice; College Students; Numeracy; Correlation; Mathematical Logic; Mathematics Skills; Student Attitudes + Suchen Sie Ihr Suchwort? STEM; Collegestudent; Rechenkompetenz; Korrelation; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten
Abstract	Framed by future-selves motivational theory, the present study explored intersections of STEM (science, technology, engineering, mathematics) students' evaluations of everyday and disciplinary quantitative literacy (QL) and how students imagined their STEM-related, future career selves. A quantitative design using data setappropriate Spearman's rho tests of association was used. Results of Spearman's rho tests of survey responses of one hundred and thirty-four (N = 134) STEM majors showed that students' evaluations of everyday QL correlated positively with evaluations of disciplinary QL (p < 0.001) and that evaluations of both everyday and disciplinary QL correlated positively with how strongly they imagined using and writing about numbers in future STEM-related careers (p = 0.001). This study establishes patterns to understand and direct future research and guide first-year composition and WAC/WID practice with QL components. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01