How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools
Belinda Aeschlimann, Swiss Federal Institute for Vocational Education and Training, Switzerland ; Walter Herzog, University of Bern, Switzerland ; Elena Makarova, University of Vienna, Austria
International Journal of Educational Research Volume 79, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
Programs aimed at increasing the attractiveness of STEM professions should encompass women as well as men. Based on that premise our study focuses on the research question: How can high school students’ motivation in mathematics, physics, and chemistry classes be increased and what impact does students’ high motivation in math and science have on a career choice in STEM? The study is embedded in the Eccles’ expectancy-value model. Applying structural equation modeling, it provides evidence that fostering students’ motivation has a positive impact on their willingness to choose a STEM study field. Moreover, the results show that classes supporting students’ motivation increase the intrinsic value of math and science among students and the probability of a STEM career choice.
Aeschlimann, B., Herzog, W. & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools. International Journal of Educational Research, 79(1), 31-41. Elsevier Ltd.