Examining Students' Motivational Beliefs on Secondary and Postsecondary STEM Outcomes: Implications for Policy

• In Event: College Student Success in STEM

Abstract

The purpose of this longitudinal study was to use public-use federal data from the High School Longitudinal Study of 2009 (HSLS:09) to examine how high school motivation beliefs impact postsecondary STEM outcomes. We find that when observed longitudinally, novel relationships emerge, especially cross-domain (math-science) relationships, and that domain-specific beliefs differentially predict STEM major intentions and STEM degree attainment. Due to the nuanced relationships between identity, expectancies, and value beliefs, and students’ consideration of majoring in STEM and their completion of the STEM degree, we call on policy makers to consider how both integrated and interdisciplinary curricula that includes science, technology, engineering, and math as a system of like-domains could improve and mitigate the “leaky” STEM pipeline to advanced STEM careers.

Authors

• Jerry Michael Whitmore Jr, Boston University

• Boeun Choi, University of Wisconsin - Madison

• Rachel Part, University of Nevada - Las Vegas

• Kari L Roberts, National High Magnetic Field Laboratory

• Hayley Spencer, Florida State University

• Jordan Mantha, MidAmerica Nazarene University