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Understanding science career aspirations: Factors predicting future science task value
Author(s) -
Jones M. Gail,
Chesnutt Katherine,
Ennes Megan,
Mulvey Kelly Lynn,
Cayton Emily
Publication year - 2021
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21687
Subject(s) - value (mathematics) , science education , task (project management) , perception , psychology , mathematics education , science learning , computer science , management , machine learning , neuroscience , economics
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.