High School Advanced Math Students' Development of STEM Talent

• In Event: Sheraton Roundtable Session Seventeen
  In Roundtable Session: Research on Giftedness, Creativity, and Talent SIG Roundtable: STEM (Table 9)

Abstract

This study employs the Trends in International Mathematics and Science Study (TIMSS) Advanced 2015 data to explore interest in studying STEM among high math-ability U.S. secondary students (N = 2954). Variables were chosen as potential facilitators of talent development, viewed through the lens of ability-personality profiles from the Talent-Development-in-Achievement-Domains framework (TAD; Preckel et al., 2020). Path analysis investigated if intrinsic and extrinsic motivation, sex, and highest math class taken predicted math achievement and pursuing STEM fields after high school. Math achievement did not significantly predict STEM choice. Intrinsic motivation and sex predicted both math achievement and pursuing STEM. Extrinsic motivation predicted STEM but not achievement, and highest math class predicted achievement but not STEM. Implications for talent development are discussed.

Authors

• Maryann R. Hebda, Baylor University
  Presenting Author

• Tracey N. Sulak, Baylor University
  Presenting Author