Math Self-Efficacy and STEM Intentions: A Person-Centered Approach.
Math Self-Efficacy and STEM Intentions: A Person-Centered Approach.
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DOI：
10.3389/fpsyg.2018.02033
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发表时间：
2018
影响因子：
3.8
通讯作者：
Snyder LA
中科院分区：
文献类型：
--
作者：
Lin L;Lee T;Snyder LA
与 STEM 兴趣和坚持相关的研究仍然是教育研究领域的重中之重。当前的研究采用以人为中心的方法来检验数学自我效能和各种远端预测因素（例如个人的人口统计信息、对数学的信念和社会群体认同）对 STEM 兴趣和意图的影响。具体来说，我们进行了潜在概况分析 (LPA)，从而根据个人或潜在类别对 18 项数学自我效能感测量来源的反应模式推断出三个同质亚组。我们的分析表明，个人的种族、数学能力的隐含理论和其他群体取向可以预测班级成员身份（精通、中等和不自信）。我们还发现，三个潜在班级对 STEM 科目的兴趣、对 STEM 活动的兴趣、个人的专业以及平均保留绩点存在显着差异。我们的研究结果支持数学自我效能感在专业选择以及整体学业成绩中的重要性，无论学生是在 STEM 领域还是非 STEM 领域。
Research pertaining to STEM interest and persistence continues to be a top priority in the educational research arena. The current study employed a person-centered approach to examine the impact of math self-efficacy and various distal predictors, such as individuals’ demographic information, beliefs about math, and social group identification, on STEM interest and intentions. Specifically, we conducted a latent profile analysis (LPA), thereby inferring three homogeneous subgroups of individuals or latent classes from their response patterns on the 18-item sources of math self-efficacy measure. Our analyses showed that individuals’ ethnicity, implicit theories of math ability, and other group orientation were predictive of class membership (Mastery, Moderate, and Unconfident). We also found that there were significant differences in interest in STEM subjects, interest in STEM activities, individuals’ majors, and retention grade point average across the three latent classes. Our findings support the importance of math self-efficacy in choice of major as well as overall academic performance regardless of whether a student is in a STEM field or a non-STEM field.
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