Understanding STEM persistence in vocational education setting: evidence from China’s Secondary Vocational Education System

• In Event: Special Topics in Career and Technical Education & Workplace Learning

Abstract

Based on the Self-Determination Theory and Social Cognitive Career Theory, this study seeks to understand how and why Chinese vocational school students choose to retain in STEM majors, utilizing a national data from over 6,000 secondary vocational students. The study finds that students with stronger STEM identity were less likely to drop out of STEM majors. Self-efficacy, however, didn’t exhibit significant impact on STEM persistence overall. All three psychological needs (autonomy, competence, and relatedness) had significant positive impact on STEM identity, which in turn helped decrease the STEM dropout rate. Male students with stronger STEM identity were less likely to drop out of STEM majors . Female students, on the other hand, benefited from having greater self-efficacy on their vocational study.

Authors

• ZHENG LI, East China Normal University

• Shangmou Xu, University of Washington