Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields.
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields.
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DOI：
10.1016/j.dr.2013.08.001
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发表时间：
2013-12-01
影响因子：
6.6
通讯作者：
Degol, Jessica
中科院分区：
文献类型：
--
作者：
Wang, Ming-Te;Degol, Jessica
美国在STEM教育方面做出了巨大的努力和投资，但STEM劳动力的规模和构成仍然无法满足需求。因此，了解影响个人教育和职业选择的障碍和因素是很重要的。在本文中，我们使用期望值理论作为指导框架，对STEM教育和职业选择中个体和性别差异的当前知识进行了文献综述。本文的总体目标是提供一个明确的理论框架和补充的经验证据，将特定的社会文化、背景、生物和心理因素与STEM兴趣和选择的个体和性别差异联系起来。通过本综述获得的知识最终将指导未来的研究和干预措施，旨在提高个人追求STEM职业的动机和能力，特别是对那些对STEM感兴趣但可能受到错误信息或刻板印象限制的女性。
The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes.
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影响因子：
3.8
作者：
Alexander, Gerianne M.
通讯作者：
Alexander, Gerianne M.
影响因子：
3.7
作者：
Abele, Andrea E.;Spurk, Daniel
通讯作者：
Spurk, Daniel
影响因子：
4
作者：
ANNETT, M
通讯作者：
ANNETT, M
DOI：
10.1002/(sici)1098-2736(199908)36:6
发表时间：
1999-08-01
影响因子：
4.6
作者：
Andre, T;Whigham, M;Chambers, S
通讯作者：
Chambers, S