Pub Date : 2024-05-24DOI: 10.1186/s40594-024-00483-6
Aparajita Jaiswal, Muna Sapkota, Kris Acheson
Working and interacting with people from diverse backgrounds have become common in Engineering. Research has indicated that engineering graduates face challenges while working with a diverse workforce. Therefore, it is vital for higher education institutions to help engineering students develop intercultural competence skills by engaging them in intercultural learning activities. This study explores the impact of a semester-long study abroad program and its new curriculum on the intercultural learning gains of undergraduate engineering students. The study used a mixed methods design to assess the intercultural learning gains of the students enrolled in a study abroad program. The results of the study indicated that overall, as a group, students demonstrated significant gains in their Intercultural Development Inventory (IDI) scores from the pre- to post-test. Moreover, hierarchical clustering was conducted to group students into three clusters based on their IDI scores. The results of the clustering helped us to understand the differential growth of students from their pre- to post-test. Based on clustering students were grouped into high, moderate and low intercultural learning clusters. Further inductive thematic analysis was conducted to understand the depth of intercultural awareness of the students in general and discipline specific for each cluster. The results of the thematic analysis revealed that students in cluster 1 showed a deeper understanding of cultural differences, mindfulness, and openness while interacting with people from other cultures, whereas the students in clusters 2 and 3 showed moderate to superficial level of intercultural awareness. The implication of the study extends to both practice and theory. From the practice perspective, the study discusses the need for creating intentionally structured study abroad programs that encourage students to reflect on their intercultural experiences and internalize takeaways. From the theory perspective, the study contributes to the Intercultural Development Continuum model, as it emphasizes the importance of meaningful gains in intercultural competence. The study also suggests strategies to improve the intercultural learning experiences of students that could help them move towards more intercultural mindsets.
在工程学领域，与来自不同背景的人一起工作和交流已成为一种普遍现象。研究表明，工程学专业的毕业生在与多样化的劳动力一起工作时面临着挑战。因此，高等院校必须通过让工科学生参与跨文化学习活动来帮助他们发展跨文化能力。本研究探讨了为期一学期的海外学习项目及其新课程对工科学生跨文化学习收获的影响。研究采用混合方法设计，评估参加海外学习项目的学生的跨文化学习收获。研究结果表明，总体而言，作为一个群体，学生的跨文化发展量表（IDI）得分从测试前到测试后都有显著提高。此外，还根据学生的 IDI 分数进行了分层聚类，将学生分为三个组。聚类结果有助于我们了解学生从测试前到测试后的不同成长情况。根据聚类结果，学生被分为高、中、低三个跨文化学习群组。我们进一步进行了归纳式主题分析，以了解每个群组学生跨文化意识的总体深度和具体学科。专题分析的结果显示，群组 1 的学生在与来自其他文化背景的人互动时表现出对文化差异、心态和开放性的更深刻理解，而群组 2 和群组 3 的学生则表现出中等和肤浅的跨文化意识水平。本研究的意义延伸到实践和理论两个方面。从实践的角度来看，本研究讨论了创建有意识的结构化留学项目的必要性，以鼓励学生反思他们的跨文化经历并将收获内化。从理论角度来看，本研究强调了跨文化能力方面有意义的收获的重要性，从而为跨文化发展连续性模型做出了贡献。该研究还提出了改善学生跨文化学习经历的策略，这些策略可以帮助他们形成更多的跨文化心态。
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Pub Date : 2024-05-15DOI: 10.1186/s40594-024-00476-5
Cassondra Batz-Barbarich, Nicole Strah, Louis Tay
{"title":"The impact of changing engineering perceptions on women’s attitudes and behavioral intentions towards engineering pursuits","authors":"Cassondra Batz-Barbarich, Nicole Strah, Louis Tay","doi":"10.1186/s40594-024-00476-5","DOIUrl":"https://doi.org/10.1186/s40594-024-00476-5","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1186/s40594-024-00482-7
Heli Jiang, Lijin Zhang, Wenlan Zhang
{"title":"Influence of career awareness on STEM career interests: examining the roles of self-efficacy, outcome expectations, and gender","authors":"Heli Jiang, Lijin Zhang, Wenlan Zhang","doi":"10.1186/s40594-024-00482-7","DOIUrl":"https://doi.org/10.1186/s40594-024-00482-7","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141021361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-04DOI: 10.1186/s40594-024-00480-9
Rachelle Pedersen, Anna Woodcock, P. Wesley Schultz, Paul R. Hernandez
While dyadic faculty–mentored relationship research currently saturates the mentoring literature, recent developments suggest the need for a broader consideration of a student's mentor network. Research taking a network approach may provide deeper insights into the formation and benefits of mentorship for undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines. Utilizing Developmental Mentor Network Theory and ego-centric social network analysis, this pre-registered study evaluates how the characteristics of mentees and mentors relate to both the content of support and structure of mentor networks in a large sample of White and Hispanic/Latino(a) STEM undergraduates across 12 universities. Results were nuanced but showed that perceived psychological similarity with their mentor(s) predicted both dyadic and network average levels of mentor support (i.e., psychosocial, career, role modeling) and relational satisfaction. Furthermore, results point to homophily and engagement in undergraduate research effects on mentor network structures. These findings highlight the importance of using a network approach to deepen our understanding of the factors (e.g., psychological similarity) that may influence the formation and maintenance of robust and diverse supportive mentoring networks.
{"title":"When perceived similarity overrides demographic similarity: examining influences on STEM students’ developmental mentor networks","authors":"Rachelle Pedersen, Anna Woodcock, P. Wesley Schultz, Paul R. Hernandez","doi":"10.1186/s40594-024-00480-9","DOIUrl":"https://doi.org/10.1186/s40594-024-00480-9","url":null,"abstract":"While dyadic faculty–mentored relationship research currently saturates the mentoring literature, recent developments suggest the need for a broader consideration of a student's mentor network. Research taking a network approach may provide deeper insights into the formation and benefits of mentorship for undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines. Utilizing Developmental Mentor Network Theory and ego-centric social network analysis, this pre-registered study evaluates how the characteristics of mentees and mentors relate to both the content of support and structure of mentor networks in a large sample of White and Hispanic/Latino(a) STEM undergraduates across 12 universities. Results were nuanced but showed that perceived psychological similarity with their mentor(s) predicted both dyadic and network average levels of mentor support (i.e., psychosocial, career, role modeling) and relational satisfaction. Furthermore, results point to homophily and engagement in undergraduate research effects on mentor network structures. These findings highlight the importance of using a network approach to deepen our understanding of the factors (e.g., psychological similarity) that may influence the formation and maintenance of robust and diverse supportive mentoring networks.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1186/s40594-024-00481-8
Yanfang Zhai, Jennifer Tripp, Xiufeng Liu
Science teacher identity significantly influences teacher professional development, practices, and attitudes, which in turn impacts student learning outcomes. With an increased number of studies on science teacher identity over the past two decades, there is a need for a scoping literature review that holistically maps the current state of science teacher identity research and identifies future research directions. This scoping literature review identified 48 empirical articles on science teacher identity, published from 2000 to 2023, in peer-reviewed journals and examined the studies’ (a) characteristics; (b) theoretical frameworks on identity; (c) definitions of science teacher identity; and (d) major findings. Specifically, there is a need for precise conceptualizations and definitions of science teacher identity; this clarity will facilitate valid, reliable, and fair instruments to capture the relatively stable facets of science teacher identity at a given moment in a given context in order to longitudinally track science teacher identity development. This scoping review identifies both progress and gaps in the current literature and future directions for synergistic, cross-cultural international research on science teacher identity.
{"title":"Science teacher identity research: a scoping literature review","authors":"Yanfang Zhai, Jennifer Tripp, Xiufeng Liu","doi":"10.1186/s40594-024-00481-8","DOIUrl":"https://doi.org/10.1186/s40594-024-00481-8","url":null,"abstract":"Science teacher identity significantly influences teacher professional development, practices, and attitudes, which in turn impacts student learning outcomes. With an increased number of studies on science teacher identity over the past two decades, there is a need for a scoping literature review that holistically maps the current state of science teacher identity research and identifies future research directions. This scoping literature review identified 48 empirical articles on science teacher identity, published from 2000 to 2023, in peer-reviewed journals and examined the studies’ (a) characteristics; (b) theoretical frameworks on identity; (c) definitions of science teacher identity; and (d) major findings. Specifically, there is a need for precise conceptualizations and definitions of science teacher identity; this clarity will facilitate valid, reliable, and fair instruments to capture the relatively stable facets of science teacher identity at a given moment in a given context in order to longitudinally track science teacher identity development. This scoping review identifies both progress and gaps in the current literature and future directions for synergistic, cross-cultural international research on science teacher identity.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-28DOI: 10.1186/s40594-024-00479-2
Mariel A. Pfeifer, C. J. Zajic, Jared M. Isaacs, Olivia A. Erickson, Erin L. Dolan
Studying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students’ science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers. Early career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as “science identity assessments”, in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs’ conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs’ conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs’ identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. We synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.
{"title":"Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training","authors":"Mariel A. Pfeifer, C. J. Zajic, Jared M. Isaacs, Olivia A. Erickson, Erin L. Dolan","doi":"10.1186/s40594-024-00479-2","DOIUrl":"https://doi.org/10.1186/s40594-024-00479-2","url":null,"abstract":"Studying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students’ science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers. Early career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as “science identity assessments”, in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs’ conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs’ conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs’ identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers. We synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140325504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1186/s40594-024-00478-3
Annika R. Kraft, Emily L. Atieh, Lu Shi, Marilyne Stains
There has been a growing interest in characterizing factors influencing teaching decisions of science, technology, engineering, and mathematics (STEM) instructors in order to address the slow uptake of evidence-based instructional practices (EBIPs). This growing body of research has identified contextual factors (e.g., classroom layout, departmental norms) as primary influencers of STEM instructors’ decision to implement EBIPs in their courses. However, models of influences on instructional practices indicate that context is only one type of factor to consider. Other factors fall at the individual level such as instructors’ past teaching experience and their views on learning. Few studies have been able to explore in depth the role of these individual factors on the adoption of EBIPs since it is challenging to control for contextual features when studying current instructors. Moreover, most studies exploring adoption of EBIPs do not take into account the distinctive features of each EBIP and the influence these features may have on the decision to adopt the EBIP. Rather, studies typically explore barriers and drivers to the implementation of EBIPs in general. In this study, we address these gaps in the literature by conducting an in-depth exploration of individual factors and EBIPs’ features that influence nine future STEM instructors’ decisions to incorporate a selected set of EBIPs in their teaching. We had hypothesized that the future instructors would have different reasoning to support their decisions to adopt or not Peer Instruction and the 5E Model as the two EBIPs have distinctive features. However, our results demonstrate that instructors based their decisions on similar factors. In particular, we found that the main drivers of their decisions were (1) the compatibility of the EBIP with their past experiences as students and instructors as well as teaching values and (2) experiences provided in the pedagogical course they were enrolled in. This study demonstrates that when considering the adoption of EBIPs, there is a need to look beyond solely contextual influences on instructor’s decisions to innovate in their courses and explore individual factors. Moreover, professional development programs should leverage their participants past experiences as students and instructors and provide an opportunity for instructors to experience new EBIPs as learners and instructors.
{"title":"Prior experiences as students and instructors play a critical role in instructors’ decision to adopt evidence-based instructional practices","authors":"Annika R. Kraft, Emily L. Atieh, Lu Shi, Marilyne Stains","doi":"10.1186/s40594-024-00478-3","DOIUrl":"https://doi.org/10.1186/s40594-024-00478-3","url":null,"abstract":"There has been a growing interest in characterizing factors influencing teaching decisions of science, technology, engineering, and mathematics (STEM) instructors in order to address the slow uptake of evidence-based instructional practices (EBIPs). This growing body of research has identified contextual factors (e.g., classroom layout, departmental norms) as primary influencers of STEM instructors’ decision to implement EBIPs in their courses. However, models of influences on instructional practices indicate that context is only one type of factor to consider. Other factors fall at the individual level such as instructors’ past teaching experience and their views on learning. Few studies have been able to explore in depth the role of these individual factors on the adoption of EBIPs since it is challenging to control for contextual features when studying current instructors. Moreover, most studies exploring adoption of EBIPs do not take into account the distinctive features of each EBIP and the influence these features may have on the decision to adopt the EBIP. Rather, studies typically explore barriers and drivers to the implementation of EBIPs in general. In this study, we address these gaps in the literature by conducting an in-depth exploration of individual factors and EBIPs’ features that influence nine future STEM instructors’ decisions to incorporate a selected set of EBIPs in their teaching. We had hypothesized that the future instructors would have different reasoning to support their decisions to adopt or not Peer Instruction and the 5E Model as the two EBIPs have distinctive features. However, our results demonstrate that instructors based their decisions on similar factors. In particular, we found that the main drivers of their decisions were (1) the compatibility of the EBIP with their past experiences as students and instructors as well as teaching values and (2) experiences provided in the pedagogical course they were enrolled in. This study demonstrates that when considering the adoption of EBIPs, there is a need to look beyond solely contextual influences on instructor’s decisions to innovate in their courses and explore individual factors. Moreover, professional development programs should leverage their participants past experiences as students and instructors and provide an opportunity for instructors to experience new EBIPs as learners and instructors.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140302527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1186/s40594-024-00477-4
Rebekah Hammack, Ibrahim H. Yeter, Christina Pavlovich, Tugba Boz
Correction: International Journal of STEM Education (2024) 11:4https://doi.org/10.1186/s40594-024-00464-9
In this article, the note to explain the numbers within Fig. 3 was omitted from the figure’s caption due to a typesetting mistake. The incomplete and corrected caption for Fig. 3 can be found below and the original article has been corrected. The publisher apologises to the authors and readers for the inconvenience caused by this error.
The incomplete caption to Fig. 3: Changes in mean scores by modality.
The corrected caption to Fig. 3: Changes in mean scores by modality. Note. 1 = F2F, 2 = Hybrid, 3 = Online, 4 = Rapid Shift Online.
In addition, the author name Ibrahim H. Yeter was incorrectly written as Ibrahim Yeter. The author group has been updated above and the original article has been corrected.
Authors and Affiliations
Purdue University, 100 N. University Street, BRNG 4156, West Lafayette, IN, 47907, USA
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Correspondence to Rebekah Hammack.
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更正：International Journal of STEM Education (2024) 11:4 https://doi.org/10.1186/s40594-024-00464-9In 由于排版错误，本文在图 3 的标题中漏掉了对图 3 中数字的解释说明。图 3 的不完整和更正说明见下文，原文也已更正。图 3 的不完整说明：按方式划分的平均得分变化。图 3 的更正说明：按方式划分的平均得分变化。注1 = F2F，2 = 混合式，3 = 在线，4 = 快速转换在线。此外，作者姓名 Ibrahim H. Yeter 被误写为 Ibrahim H. Yeter。Yeter 被误写为 Ibrahim Yeter。作者群已在上文更新，原文也已更正。作者和工作单位美国普渡大学，100 N. University Street, BRNG 4156, West Lafayette, IN, 47907, USARebekah HammackNanyang Technological University, Singapore, SingaporeIbrahim H. YeterMontana State University, Singapore.YeterMontana State University, Bozeman, USAChristina PavlovichPurdue University, West Lafayette, USATugba Boz作者Rebekah Hammack查看作者发表的文章您还可以在PubMed Google ScholarIbrahim H. Yeter中搜索该作者。Yeter查看作者发表的文章您也可以在PubMed Google Scholar中搜索该作者Christina Pavlovich查看作者发表的文章您也可以在PubMed Google Scholar中搜索该作者Tugba Boz查看作者发表的文章您也可以在PubMed Google Scholar中搜索该作者通信作者Rebekah Hammack.Publisher's NoteSpringer Nature对出版地图和机构隶属关系中的管辖权主张保持中立。开放获取本文采用知识共享署名 4.0 国际许可协议进行许可，该协议允许以任何媒介或格式使用、共享、改编、分发和复制本文，但必须注明原作者和出处，提供知识共享许可协议的链接，并说明是否进行了修改。本文中的图片或其他第三方材料均包含在文章的知识共享许可协议中，除非在材料的署名栏中另有说明。如果材料未包含在文章的知识共享许可协议中，且您打算使用的材料不符合法律规定或超出许可使用范围，您需要直接从版权所有者处获得许可。要查看该许可的副本，请访问 http://creativecommons.org/licenses/by/4.0/.Reprints and permissionsCite this articleHammack, R., Yeter, I.H., Pavlovich, C. et al. Correction：职前小学教师的科学与工程教学自我效能感和成果预期：通过不同的课程模式探索效能感来源经验的影响。IJ STEM Ed 11, 16 (2024). https://doi.org/10.1186/s40594-024-00477-4Download citationPublished: 18 March 2024DOI: https://doi.org/10.1186/s40594-024-00477-4Share this articleAnyone you share the following link with will be able to read this content:Get shareable linkSorry, a shareable link is not currently available for this article.Copy to clipboard Provided by the Springer Nature SharedIt content-sharing initiative
{"title":"Correction: Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities","authors":"Rebekah Hammack, Ibrahim H. Yeter, Christina Pavlovich, Tugba Boz","doi":"10.1186/s40594-024-00477-4","DOIUrl":"https://doi.org/10.1186/s40594-024-00477-4","url":null,"abstract":"<br/><p><b>Correction: International Journal of STEM Education (2024) 11:4</b> <b>https://doi.org/10.1186/s40594-024-00464-9</b></p><p>In this article, the note to explain the numbers within Fig. 3 was omitted from the figure’s caption due to a typesetting mistake. The incomplete and corrected caption for Fig. 3 can be found below and the original article has been corrected. The publisher apologises to the authors and readers for the inconvenience caused by this error.</p><p>The incomplete caption to Fig. 3: Changes in mean scores by modality.</p><p>The corrected caption to Fig. 3: Changes in mean scores by modality. <i>Note</i>. 1 = F2F, 2 = Hybrid, 3 = Online, 4 = Rapid Shift Online.</p><p>In addition, the author name Ibrahim H. Yeter was incorrectly written as Ibrahim Yeter. The author group has been updated above and the original article has been corrected.</p><h3>Authors and Affiliations</h3><ol><li><p>Purdue University, 100 N. University Street, BRNG 4156, West Lafayette, IN, 47907, USA</p><p>Rebekah Hammack</p></li><li><p>Nanyang Technological University, Singapore, Singapore</p><p>Ibrahim H. Yeter</p></li><li><p>Montana State University, Bozeman, USA</p><p>Christina Pavlovich</p></li><li><p>Purdue University, West Lafayette, USA</p><p>Tugba Boz</p></li></ol><span>Authors</span><ol><li><span>Rebekah Hammack</span>View author publications<p>You can also search for this author in <span>PubMed<span> </span>Google Scholar</span></p></li><li><span>Ibrahim H. Yeter</span>View author publications<p>You can also search for this author in <span>PubMed<span> </span>Google Scholar</span></p></li><li><span>Christina Pavlovich</span>View author publications<p>You can also search for this author in <span>PubMed<span> </span>Google Scholar</span></p></li><li><span>Tugba Boz</span>View author publications<p>You can also search for this author in <span>PubMed<span> </span>Google Scholar</span></p></li></ol><h3>Corresponding author</h3><p>Correspondence to Rebekah Hammack.</p><h3>Publisher's Note</h3><p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p><p><b>Open Access</b> This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/license","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1186/s40594-024-00471-w
M. J. Nalipay, Biyun Huang, M. S. Jong, C. Chai, Ronnel B. King
{"title":"Promoting STEM learning perseverance through recognizing communal goals: understanding the impact of empathy and citizenship","authors":"M. J. Nalipay, Biyun Huang, M. S. Jong, C. Chai, Ronnel B. King","doi":"10.1186/s40594-024-00471-w","DOIUrl":"https://doi.org/10.1186/s40594-024-00471-w","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1186/s40594-024-00475-6
Emily Q. Rosenzweig, Xiao-Yin Chen, Yuchen Song, Amy Baldwin, Michael M. Barger, Michael E. Cotterell, Jonathan Dees, Allison S. Injaian, Nandana Weliweriya, Jennifer R. Walker, Craig C. Wiegert, Paula P. Lemons
Research and policy often focus on reducing attrition from educational trajectories leading to careers in science, technology, engineering, and mathematics (STEM), but many students change career plans within STEM. This study examined how changing career plans within STEM fields was associated with psychological indicators of career readiness. We conducted a large online survey of undergraduate students (N = 1,727) across 42 courses covering every major STEM discipline at a large U.S. research-intensive public university. Students reported about their career plans, whether plans had changed, motivation for those career plans, and satisfaction with and certainty of persisting with those plans. A trained team of coders classified whether students reported having STEM career plans at the time of the survey and at the beginning of college. Students who said they had changed career plans within STEM fields during college also reported lower motivation for their new career plans, satisfaction with those plans, and certainty of persisting in them, compared to students who retained consistent STEM career plans. With few exceptions, these associations held across students’ gender, race, year in school, and STEM field of study. Within-STEM career plan changes were very common, reported by 55% of fourth-year STEM students. Women reported changing career plans within STEM fields more often than men. Results suggest that changing career plans within STEM is an important phenomenon to consider in preparing a qualified and diverse STEM workforce. Students who change career plans within STEM fields may need additional supports for their career motivation and satisfaction compared to students who do not change plans.
{"title":"Beyond STEM attrition: changing career plans within STEM fields in college is associated with lower motivation, certainty, and satisfaction about one’s career","authors":"Emily Q. Rosenzweig, Xiao-Yin Chen, Yuchen Song, Amy Baldwin, Michael M. Barger, Michael E. Cotterell, Jonathan Dees, Allison S. Injaian, Nandana Weliweriya, Jennifer R. Walker, Craig C. Wiegert, Paula P. Lemons","doi":"10.1186/s40594-024-00475-6","DOIUrl":"https://doi.org/10.1186/s40594-024-00475-6","url":null,"abstract":"Research and policy often focus on reducing attrition from educational trajectories leading to careers in science, technology, engineering, and mathematics (STEM), but many students change career plans within STEM. This study examined how changing career plans within STEM fields was associated with psychological indicators of career readiness. We conducted a large online survey of undergraduate students (N = 1,727) across 42 courses covering every major STEM discipline at a large U.S. research-intensive public university. Students reported about their career plans, whether plans had changed, motivation for those career plans, and satisfaction with and certainty of persisting with those plans. A trained team of coders classified whether students reported having STEM career plans at the time of the survey and at the beginning of college. Students who said they had changed career plans within STEM fields during college also reported lower motivation for their new career plans, satisfaction with those plans, and certainty of persisting in them, compared to students who retained consistent STEM career plans. With few exceptions, these associations held across students’ gender, race, year in school, and STEM field of study. Within-STEM career plan changes were very common, reported by 55% of fourth-year STEM students. Women reported changing career plans within STEM fields more often than men. Results suggest that changing career plans within STEM is an important phenomenon to consider in preparing a qualified and diverse STEM workforce. Students who change career plans within STEM fields may need additional supports for their career motivation and satisfaction compared to students who do not change plans.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":null,"pages":null},"PeriodicalIF":6.7,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140034228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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