Patterns of Persistence in Intended College Major with a Focus on STEM Majors.
Patterns of Persistence in Intended College Major with a Focus on STEM Majors.
复制标题
以 STEM 专业为重点的目标大学专业的坚持模式。
DOI：
10.12930/0271-9517-30.2.19
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Sandra M. Barbuti
中科院分区：
文献类型：
--
作者：
Emily J. Shaw;Sandra M. Barbuti
在这项研究中，我们研究了在大学三年级坚持和从一个预期的大学专业（在高中选择）转换的模式。我们专注于科学，技术，工程和数学（STEM）专业的持续性，因为国家努力增加那些进入STEM职业的人。结果表明，在持久性的学术领域，以及性别，父母的收入，和第一代大学生的身份与种族的最大变化的差异。对STEM专业持续性的进一步研究表明，高中数学和科学成绩，参加STEM高级安置考试，表达积极的科学自我效能感信念，以及声称获得博士学位的目标也与STEM专业的各种方式的持续性有关。
In this study, we examined patterns of persisting in and switching from an intended college major (chosen in high school) in the third year of college. We focused on science, technology, engineering, and math (STEM) major persistence because of the national effort to increase those entering STEM careers. Results showed differences in persistence by academic field as well as by gender, parental income, and first-generation college student status with the largest variation by ethnicity. Further examination of STEM major persistence showed that high school performance in math and science, taking advanced placement exams in STEM, articulating positive science self-efficacy beliefs, and professing a goal of obtaining a doctorate were also related to persistence in varied ways across STEM majors.