Understanding Science Career Aspirations: Factors Predicting Future Science Task Value

Autor/inn/en	Jones, M. Gail; Chesnutt, Katherine; Ennes, Megan; Mulvey, Kelly Lynn; Cayton, Emily
Titel	Understanding Science Career Aspirations: Factors Predicting Future Science Task Value
Quelle	In: Journal of Research in Science Teaching, 58 (2021) 7, S.937-955 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, M. Gail) ORCID (Chesnutt, Katherine) ORCID (Ennes, Megan) ORCID (Cayton, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21687
Schlagwörter	Science Careers; Science Achievement; Occupational Aspiration; Predictor Variables; Value Judgment; Family Influence; STEM Education; Middle School Students + Suchen Sie Ihr Suchwort? Berufsneigung; Berufsziel; Prädiktor; Werturteil; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study examined factors that have been shown to predict middle school students' (grades 6-8) task values (utility value related to engaging with science in the future). Using structural equation modeling students' (N = 1015) responses to a career aspiration survey were analyzed to determine relationships among the factors. The model of best fit showed that factors related to science capital (Exposure to STEM Practitioners, STEM Experiences, and Tool Access) are key in shaping both students' Science Achievement Value and their Perceptions of Family Task Achievement Value. Further, both Science Achievement Value and Perceptions of Family Science Achievement Value have a direct positive effect on youth Future Science Task Value. These findings document important ways in which youth access and exposure to science experiences, tools, and to scientists lay the groundwork for science motivation and ultimately to valuing future science tasks. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01