Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
dc.contributor.author | Zhao, M | |
dc.contributor.author | Ozturk, E | |
dc.contributor.author | Law, F | |
dc.contributor.author | Joy, A | |
dc.contributor.author | Deutsch, AR | |
dc.contributor.author | Marlow, CS | |
dc.contributor.author | Mathews, CJ | |
dc.contributor.author | McGuire, L | |
dc.contributor.author | Hoffman, AJ | |
dc.contributor.author | Balkwill, F | |
dc.contributor.author | Burns, KP | |
dc.contributor.author | Butler, L | |
dc.contributor.author | Drews, M | |
dc.contributor.author | Fields, G | |
dc.contributor.author | Smith, H | |
dc.contributor.author | Winterbottom, M | |
dc.contributor.author | Mulvey, KL | |
dc.contributor.author | Hartstone-Rose, A | |
dc.contributor.author | Rutland, A | |
dc.date.accessioned | 2024-02-05T13:22:24Z | |
dc.date.issued | 2023-10-11 | |
dc.date.updated | 2024-02-05T11:37:45Z | |
dc.description.abstract | Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) from six STEM youth programs, each at a different informal science learning site within the U.K. and the U.S. Longitudinal structural equation modelling demonstrated that science efficacy consistently predicted STEM identity and scientist career interest, and similarly, STEM identity consistently predicted science efficacy over a two-year period. Scientist career interest at 12 months predicted science efficacy at 24 months. The coefficients of efficacy predicting STEM identity and scientist career interest were significantly larger compared to STEM identity and scientist career interest in predicting science efficacy from 12 months to 24 months. Further mediation analysis supported a significant pathway from STEM identity at 3 months to scientist career interest at 24 months via 12-month science efficacy. The findings highlight that science efficacy and STEM identity for girls relate to their scientist career interest and these longitudinal associations are reciprocal. This study suggests that science efficacy and STEM identity mutually influence each other, and enhancing science efficacy and STEM identity is key to promoting adolescents' interest in being a scientist. | en_GB |
dc.description.sponsorship | Wellcome Trust | en_GB |
dc.description.sponsorship | National Science Foundation (NSF) | en_GB |
dc.description.sponsorship | Economic and Social Research Council (ESRC) | en_GB |
dc.format.extent | 472-484 | |
dc.identifier.citation | Vol. 53(2), pp. 472-484 | en_GB |
dc.identifier.doi | https://doi.org/10.1007/s10964-023-01868-6 | |
dc.identifier.grantnumber | 206259/Z/17/Z | en_GB |
dc.identifier.grantnumber | 1831593 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/135247 | |
dc.identifier | ORCID: 0000-0001-8078-6514 (Zhao, Mengya) | |
dc.identifier | ORCID: 0000-0002-0997-7649 (Law, Fidelia) | |
dc.identifier | ORCID: 0000-0002-6094-8819 (McGuire, Luke) | |
dc.identifier | ORCID: 0000-0002-4512-0976 (Rutland, Adam) | |
dc.language.iso | en | en_GB |
dc.publisher | Springer | en_GB |
dc.relation.url | https://www.ncbi.nlm.nih.gov/pubmed/37819476 | en_GB |
dc.rights | © Crown 2023. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. | en_GB |
dc.subject | Adolescents | en_GB |
dc.subject | Career interest | en_GB |
dc.subject | Girls | en_GB |
dc.subject | Informal science learning | en_GB |
dc.subject | STEM identity | en_GB |
dc.subject | Science efficacy | en_GB |
dc.title | Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2024-02-05T13:22:24Z | |
dc.identifier.issn | 0047-2891 | |
exeter.place-of-publication | United States | |
dc.description | This is the final version. Available on open access from Springer via the DOI in this record | en_GB |
dc.identifier.eissn | 1573-6601 | |
dc.identifier.journal | Journal of Youth and Adolescence | en_GB |
dc.relation.ispartof | J Youth Adolesc, 53(2) | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2023-09-10 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2023-10-11 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2024-02-05T13:19:58Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2024-02-05T13:22:30Z | |
refterms.panel | A | en_GB |
refterms.dateFirstOnline | 2023-10-11 |
Files in this item
This item appears in the following Collection(s)
Except where otherwise noted, this item's licence is described as © Crown 2023. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.