RT info:eu-repo/semantics/article
T1 Perceived Difficulty of School Science and Cost Appraisals: a Valuable Relationship for the STEM Pipeline?
A1 Toma, Radu Bogdan
K1 Expectancy-value
K1 Loss of valued alternatives
K1 Task effort
K1 Perceived difficulty
K1 Regression analysis
K1 Psicología
K1 Psychology
K1 Enseñanza
K1 Teaching
AB The lack of students interested in pursuing science, technology, engineering, and mathematics (STEM)-related careers calls for studies that identify variables affecting their career decisions. By drawing on recent conceptualizations of the cost domain first introduced in the expectancy-value theory of achievement motivations, this study investigated whether the perceived difficulty of school science predicted and affected elementary school students (N = 245) task effort and loss of valued alternatives experienced while engaging in a science-related course. Hierarchical multiple regression analysis revealed that students’ perceived difficulty significantly predicted levels of cost experienced when studying science. Likewise, multi-factor ANOVAs revealed that students perceiving school science as a difficult subject reported significantly higher levels of task effort and loss of valued alternatives related to studying science. These findings suggest that the attitudinal dimensions of perceived difficulty play a promising role in the development of cost in science, which has valuable implications for repairing the leaky STEM pipeline.
PB Springer
SN 0157-244X
YR 2022
FD 2022-04
LK http://hdl.handle.net/10259/10143
UL http://hdl.handle.net/10259/10143
LA eng
NO This investigation was conducted under the Ph.D. research fellowship Resolución de 19 de mayo de 2017 del Vicerrector de Investigación y Transferencia del Conocimiento para financiar contratos predoctorales de la Universidad de Burgos [Resolution of 19 May 2017 of the Vice-Rector for Research and Knowledge Transfer to finance Ph.D. research fellowships at the University of Burgos], granted to the author of this study.
DS Repositorio Institucional de la Universidad de Burgos
RD 01-feb-2025