Factors Affecting STEM College Major Choices: Multilevel Structural Equation Modeling

• In Event: Poster Session 8
  In Poster Session: Teachers in Action: Lessons Learned From Compelling STEM Educational Practices

Abstract

Using the Educational Longitudinal Study of 2002/06, we examined the effects of the selected mathematical learning and teacher motivation factors, as mediated by math performance and math self-efficacy, on graduates’ STEM major choices in 4-year postsecondary institutions. The multilevel structural equation modeling revealed that: (a) while individual and lecture-based learning activities had positive effects on math self-efficacy, computer-based learning activities yielded the most positive effects on math self efficacy, which significantly predicted the increase in the proportion of students’ STEM major choice; (b) a positive relationship between individual-based learning activities and math performance emerged, which related to the high proportion of students’ STEM major choices; (c) across schools, teacher motivation yielded positive effects on the math performance.

Authors

• Ahlam Lee, Xavier University

• L. Allen Phelps, University of Wisconsin - Madison