Relations of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self-efficacy to STEM career choice: A structural equation modeling approach

被引：14

作者：

Cribbs, Jennifer ^{[1
]}

Huang, Xiaoxia ^{[2
]}

Piatek-Jimenez, Katrina ^{[3
]}

机构：

[1] Oklahoma State Univ, Sch Teaching Learning & Educ Sci, 237 Willard, Stillwater, OK 74078 USA

[2] Western Kentucky Univ, Coll Educ & Behav Sci, Sch Teacher Educ, Bowling Green, KY 42101 USA

[3] Cent Michigan Univ, Coll Sci & Engn, Dept Math, Mt Pleasant, MI 48859 USA

来源：

SCHOOL SCIENCE AND MATHEMATICS | 2021年 / 121卷 / 05期

关键词：

mathematics anxiety; mathematics identity; mathematics mindset; mathematics self-efficacy; STEM career choice; MATH ANXIETY; MIDDLE SCHOOL; IMPLICIT THEORIES; COLLEGE-STUDENTS; SCIENCE; BELIEFS; PERFORMANCE; WOMEN; GENDER; PATH;

D O I：

10.1111/ssm.12470

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Several key factors have emerged from the literature contributing to the explanation of STEM participation (or lack of), including mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self-efficacy. Despite the research on the relations of these variables to career interest, few studies have integrated them and examined their intertwined relations in one model. The purpose of this study was to use a structural equation modeling approach to answer the central question: To what extent are the factors of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self-efficacy related to each other and a STEM career choice? The results highlight a key finding that mathematics identity serves as a full mediator between mathematics mindset and STEM career interest as well as between mathematics anxiety and STEM career interest.

引用

页码：275 / 287

页数：13

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