International Journal of Stem Education最新文献

英文中文

The role of media in influencing students’ STEM career interest 媒体在影响学生STEM职业兴趣中的作用

1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Stem Education

Pub Date : 2023-09-11 DOI: 10.1186/s40594-023-00448-1

Chen Chen, Stephanie Hardjo, Gerhard Sonnert, Jiaojiao Hui, Philip M. Sadler

Abstract Background Digital media are pervasive in the lives of young people and provide opportunities for them to learn about STEM. Multiple theories argue that the STEM media environment may shape how youth see a STEM career in their future. Yet, little is known about how pre-college digital media consumption may be related to students’ STEM career interest at the beginning of college. The wide variety of STEM media also raises the question of potentially different effects and pathways by media type. In this study, we collected a nationally representative sample of more than 15,000 students in their first year in U.S. colleges and universities. We asked about their career interests at the beginning of college and also asked them to retrospectively report their STEM media consumption during high school. Results We found that watching STEM-related TV and online videos, as well as playing STEM-related video games during high school, were positively associated with students’ STEM career interests at the beginning of college. However, we also found that STEM media consumption did not impact directly on STEM career interest, but acted through two intermediaries: STEM identity (I and others see me as a STEM person) and three personal career outcome expectations: a high interest in self-development (enhancement and use of talents), and low interests in material status (money, fame, power) and in interpersonal relationships (helping, and working with, other people). Conclusions This study finds that STEM media have a significant effect in fostering STEM career interest, with most of the effect coming from STEM TV, STEM video viewing, and STEM video games. The effect is mediated mainly through students’ identity and, to a lesser extent, through personal values, such as self-development, material, and interpersonal relationship values. This study suggests that media communication should be mindful of how different platforms may deliver nuanced and varied messages of what STEM careers may afford and who can succeed in STEM.

数字媒体在年轻人的生活中无处不在，为他们提供了学习STEM的机会。多种理论认为，STEM媒体环境可能会影响年轻人对未来STEM职业的看法。然而，对于大学前的数字媒体消费与学生在大学开始时的STEM职业兴趣之间的关系，我们知之甚少。STEM媒体种类繁多，也提出了不同媒体类型的潜在不同影响和途径的问题。在这项研究中，我们收集了一个具有全国代表性的样本，超过15,000名在美国高校一年级的学生。我们询问了他们在大学开始时的职业兴趣，并要求他们回顾高中期间的STEM媒体消费情况。我们发现，在高中期间观看与STEM相关的电视和在线视频，以及玩与STEM相关的视频游戏，与学生在大学开始时的STEM职业兴趣呈正相关。然而，我们也发现，STEM媒体消费并没有直接影响STEM职业兴趣，而是通过两个中介作用:STEM身份(我和其他人将我视为STEM人员)和三个个人职业结果期望:对自我发展(提高和使用才能)的高度兴趣，对物质地位(金钱、名声、权力)和人际关系(帮助他人和与他人合作)的低兴趣。本研究发现，STEM媒体对培养STEM职业兴趣有显著影响，其中STEM电视、STEM视频观看和STEM视频游戏的影响最大。这种影响主要通过学生的身份来中介，其次是通过个人价值观，如自我发展、物质和人际关系价值观来中介。这项研究表明，媒体传播应该注意不同的平台如何传递关于STEM职业可能提供什么以及谁可以在STEM中取得成功的微妙和不同的信息。

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