Abstract
For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.
Highlights
Gender-based discrepancies in science, technology, engineering, and mathematics (STEM) participation vary by domain, country, and culture, but one consistent finding is that males are more likely than females to pursue college majors and careers in math-intensive STEM domains (Mann et al 2015; Su and Rounds 2015); yet, contemporary meta-analyses reveal gender parity in mathematics performance and aptitude (Lindberg et al 2010)
We examined the hypothesized effects of cognitive style, intrinsic motivation, anxiety, and self-efficacy on academic achievement in STEM in high school and junior college and on intentions to persist in STEM programs in college
Upon examining the content of the eight items that loaded on these three factors, we concluded that factor F1 assessed “interest in understanding technology,” factor F2 assessed “interest in reports on science,” and factor F3 assessed “understanding graphs/diagrams.”
Summary
Gender-based discrepancies in science, technology, engineering, and mathematics (STEM) participation vary by domain, country, and culture, but one consistent finding is that males are more likely than females to pursue college majors and careers in math-intensive STEM domains (Mann et al 2015; Su and Rounds 2015); yet, contemporary meta-analyses reveal gender parity in mathematics performance and aptitude (Lindberg et al 2010). The primary goal of the present study was to formulate a model that could explain adolescents’ intentions to pursue STEM programs in college. Our model consisted of a novel integration of concepts from four theoretical perspectives: empathizing–systemizing (E–S) theory (Baron-Cohen 2003), the control–value theory of achievement emotions (Pekrun et al 2002), self-determination theory (SDT; Ryan and Deci, 2000), and social cognitive theory (Bandura 1997). Prior research has demonstrated that each of these theories provides distinct explanations for achievement and perseverance, yet to the best of our knowledge, they have yet to be integrated to formulate a testable model of academic persistence. We examined the hypothesized effects of cognitive style, intrinsic motivation, anxiety, and self-efficacy on academic achievement in STEM in high school and junior college and on intentions to persist in STEM programs in college. The results of the best-fitting model are presented and discussed, followed by practical implications for STEM enrollment and persistence in higher education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
