Examining the Effects of High School Beliefs on College STEM Degree Interest and Attainment

• In Event: Facilitating Success and Persistence in STEM/STEAM

Abstract

The purpose of this longitudinal study was to examine the temporal relations of math and science identity, expectancies, and value beliefs in order to establish the directionality of associations and their impact on both high school and postsecondary academic outcomes. We utilize data from the High School Longitudinal Study 2009, a national dataset from the National Center for Education Statistics. We assessed these relations using a cross-lagged panel model and include four waves of data: 9th and 11th grade motivational beliefs; 12th grade postsecondary major intentions; and eventual college degree attainment and type. 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.

Authors

• Rachel Part, University of Nevada - Las Vegas

• Kari L Roberts, National High Magnetic Field Laboratory

• Boeun Choi, University of Wisconsin - Madison

• Hayley Spencer, Florida State University

• Jerry Michael Whitmore Jr, Boston University

• Jordan Mantha, MidAmerica Nazarene University