{"title":"按性别、教育课程和职业志向分列的泰国学生义务教育后的 STEM 特性","authors":"Luecha Ladachart, Thidarat Kaekai, Panadda Khammeetha, Nuengluethai Hipthong, Ladapa Ladachart","doi":"10.1080/13596748.2024.2371651","DOIUrl":null,"url":null,"abstract":"The extent to which students identify with science, technology, engineering, and mathematics (i.e. STEM identity) is crucial in influencing them to pursue STEM-related careers after compulsory educ...","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"47 1","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Thai students’ STEM identities after compulsory education by gender, educational programme, and career aspiration\",\"authors\":\"Luecha Ladachart, Thidarat Kaekai, Panadda Khammeetha, Nuengluethai Hipthong, Ladapa Ladachart\",\"doi\":\"10.1080/13596748.2024.2371651\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The extent to which students identify with science, technology, engineering, and mathematics (i.e. STEM identity) is crucial in influencing them to pursue STEM-related careers after compulsory educ...\",\"PeriodicalId\":45169,\"journal\":{\"name\":\"Research in Post-Compulsory Education\",\"volume\":\"47 1\",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2024-08-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Post-Compulsory Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13596748.2024.2371651\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Post-Compulsory Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13596748.2024.2371651","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Thai students’ STEM identities after compulsory education by gender, educational programme, and career aspiration
The extent to which students identify with science, technology, engineering, and mathematics (i.e. STEM identity) is crucial in influencing them to pursue STEM-related careers after compulsory educ...
期刊介绍：
Throughout the world, there is a growing awareness of the significance of vocational and post-compulsory education and training systems. The majority of countries are working hard to develop their provision, recognising the importance of post-compulsory education in providing educated and skilled people in sufficient numbers at appropriate levels to assist economic and social development. Research in Post-Compulsory Education, sponsored by the United Kingdom"s Further Education Research Association (FERA), recognises the need for more international research and analysis and the generation of relevant theory in order to identify policy needs and trends as well as priorities in this growing area.
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