Connecting Epistemic Belief to Student Career Expectancy: Mediating Effects of Self-Efficacy and Motivations Across Genders

• In Event: The Role of Motivation Among Middle and Postsecondary Students

Abstract

Based on PISA2015 data of B-S-J-G(China), this study aims to assess the relationship among 15-year-old Chinese students’ epistemic beliefs, self-efficacy, motivations, academic achievements and career expectancies in science across genders. Results from the structural equation modeling showed that students’ epistemic beliefs had direct impact on self-efficacy, motivations and achievements. Epistemic beliefs also indirectly affected students' career expectancies through mediating variables such as self-efficacy, motivation structures and academic achievement. These findings were consistent across genders. Compared with male model, female model was not fit as expected. Academic achievement and career expectancies were less affected by the intrinsic motivation of female students. A combination of social economic status and self-regulated learning structures across genders may provide valuable insights to future research.

Author

• Xuerong Lin, East China Normal University
  Presenting Author