Abstract
The aim of this article is to report the results of an empirical study on adolescents’ interest, self-efficacy, and vocational interest in technology and design. Following the expectancy-value model, we wanted to know how context-specific interest in technology and perceived self-efficacy in solving technical tasks are developed at lower secondary-school level and how they predict vocational interest in technology. These personal-trait variables were operationalized in an online survey conducted among 480 students (seventh and eighth grade) in Northwestern Switzerland. Quantitative analyses showed that interest, self-efficacy, and vocational interest vary with respect to theoretical, practical, and creative activities. Moreover, there were marked gender differences in interest and self-efficacy, especially regarding “Using and repairing technical tools” and “Understanding technological processes.” No gender differences could be found in “Designing in the context of sustainability,” however. Interest, self-efficacy, and vocational interest correlate very highly, but self-efficacy can predict vocational interest in technology better than interest. These results are discussed in the context of recent developments (e.g. STEM initiatives) in the field of technology education worldwide and in particular in Switzerland. According to our analyses and the current discussions about more STEM education and technically skilled teaching staff, schools should provide all students with opportunities to deal with technology, thus enabling them to make manifold experiences in theoretical, practical, creative, and critical ways from early childhood until career choice. At present, this does not seem to be sufficiently the case because otherwise girls would probably not have such negative perceptions of their own abilities.
Highlights
The promotion of science and technology education is often argued for with the lack of professionals in this field
The following section presents the results for research question 1: How do technologyspecific interests of girls and boys differ between different contexts and different activities within a design process?
With 4-point Likert scales the mean values of the items range from 2.11 (“I would like to invent and develop technical devices myself in my future job”) to 3.07 (“In my spare time, I want to have to do with technology as little as possible”, minus pole)
Summary
The promotion of science and technology education is often argued for with the lack of professionals in this field. The mere existence of such initiatives does not by itself guarantee a positive influence on the attitudes of adolescents towards technology, but the actual effects of these programs on interests and career choices are difficult to measure, and they have only seldom been investigated so far, neither by the program leaders themselves nor by external experts. Against this background, one challenge facing engineering and technology educators is how to introduce and teach technology in a way that appeals to a majority of the students and gives them the opportunity to make positive experiences with the subject area.
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