Maintaining secondary school students’ STEM career aspirations: The role of perceived parental expectations, self-efficacy, and cultural capital

Maintaining secondary school students’ STEM career aspirations: The role of perceived parental expectations, self-efficacy, and cultural capital

• Chen, Yu The Education University of Hong Kong
• Chiu, Wing Kai Stephen The Education University of Hong Kong
• Zhu, JinXin The Hong Kong Baptist University
• So, Wing Mui Winnie The Education University of Hong Kong

International Journal of Science Education, 2022

Routledge

2022

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• G 課程與教學:個別教學範疇
  • GD 科學及科技
• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築

Mathematics Self-efficacy Science Self-efficacy Students’ Perceptions of Parental Expectations STEM Cultural Capital STEM Career Aspirations

• Hong Kong

• 1997.7 onwards

• 中學教育

There have been increasing concerns about the significant decline in teenagers’ intentions to pursue STEM subjects or careers. This study examined how students’ perceptions of parental expectations, STEM cultural capital, mathematics/science self-efficacy, gender, and parents’ jobs were associated with STEM career aspirations and tested whether these associations differed by school level. Data were collected from 1,864 junior and 665 senior secondary students in Hong Kong via an online survey. Results indicated that, perceived parental long-term expectations were closely linked to STEM career aspirations, whereas, perceived parental short-term expectations were closely linked to self-efficacy. Out-of-school STEM experiences and STEM media consumption both had positive impacts on aspirations and shaped different aspects of students’ perceived parental expectations. Additionally, significant gender differences were found in STEM media consumption, self-efficacy, and aspirations. These relationships mainly were invariant across school levels. However, the indirect paths from STEM media consumption to aspirations via self-efficacy varied significantly between junior and senior secondary students. Based on these findings, this study argues for the essential role of perceived parental expectations in shaping STEM career aspirations for teenagers. STEM cultural capital may be more productive and supportive if it promotes teenagers’ interpretations of parental expectations and their mathematics and science self-efficacy. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

• 英文

期刊論文

• 09500693

• 10.1080/09500693.2022.2032463

https://bibliography.lib.eduhk.hk/tc/bibs/faca50c8

2022-06-07