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Exploring the Impacts of Social Support and Motivation on STEM Students' Well-Being and Academic Success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Impacts of Social Support and Motivation on STEM Students' Well-Being and Academic Success./
作者:	Horrocks, Phoenix.
面頁冊數:	1 online resource (89 pages)
附註:	Source: Masters Abstracts International, Volume: 83-10.
Contained By:	Masters Abstracts International83-10.
標題:	Gender differences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29043177click for full text (PQDT)
ISBN:	9798209928768

Exploring the Impacts of Social Support and Motivation on STEM Students' Well-Being and Academic Success.
Horrocks, Phoenix.

Exploring the Impacts of Social Support and Motivation on STEM Students' Well-Being and Academic Success. - 1 online resource (89 pages)

Source: Masters Abstracts International, Volume: 83-10.

Thesis (M.A.)--McGill University (Canada), 2021.

Includes bibliographical references

Students in science, technology, engineering, and math (STEM) programs face high attrition rates, substantial time commitments, and well-being challenges. Female STEM students must additionally contend with lower self-efficacy, gender stereotypes, and exclusionary academic environments. Existing research underscores the importance of both social-environmental factors (e.g., social support) and internal psychological factors (e.g., motivation) as potential buffers against attrition, low performance, and psychological maladjustment in STEM disciplines. The present study thus investigated the relationship between social support (personal vs. academic) and well-being, persistence, and academic outcomes as mediated by self-determined motivation and moderated by gender. Structural equation modelling findings with 221 undergraduate STEM students showed a significant indirect effect of personal support on future STEM intentions via autonomous motivation. Multigroup analyses further showed both types of support and autonomous motivation to have stronger benefits for men, with controlled motivation predicting higher burnout only for women. Implications for gender-specific social and motivational supports for STEM students are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209928768Subjects--Topical Terms:

3548331
Gender differences.
Index Terms--Genre/Form:

542853
Electronic books.

Exploring the Impacts of Social Support and Motivation on STEM Students' Well-Being and Academic Success.
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500 $a Source: Masters Abstracts International, Volume: 83-10.
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502 $a Thesis (M.A.)--McGill University (Canada), 2021.
504 $a Includes bibliographical references
520 $a Students in science, technology, engineering, and math (STEM) programs face high attrition rates, substantial time commitments, and well-being challenges. Female STEM students must additionally contend with lower self-efficacy, gender stereotypes, and exclusionary academic environments. Existing research underscores the importance of both social-environmental factors (e.g., social support) and internal psychological factors (e.g., motivation) as potential buffers against attrition, low performance, and psychological maladjustment in STEM disciplines. The present study thus investigated the relationship between social support (personal vs. academic) and well-being, persistence, and academic outcomes as mediated by self-determined motivation and moderated by gender. Structural equation modelling findings with 221 undergraduate STEM students showed a significant indirect effect of personal support on future STEM intentions via autonomous motivation. Multigroup analyses further showed both types of support and autonomous motivation to have stronger benefits for men, with controlled motivation predicting higher burnout only for women. Implications for gender-specific social and motivational supports for STEM students are discussed.
520 $a Les etudiants des programmes de sciences, de technologie, d'ingenierie et de mathematiques (STEM) sont confrontes a des taux d'attrition eleves, a des engagements de temps substantiels et a des defis de bien-etre. Les etudiantes en STEM doivent en outre faire face a une moindre efficacite personnelle, des stereotypes de genre et des environnements academiques d'exclusion. Les recherches existantes soulignent l'importance des facteurs socio-environnementaux (par exemple, le soutien social) et des facteurs psychologiques internes (par exemple, la motivation) en tant que tampons potentiels contre l'attrition, les faibles performances et l'inadaptation psychologique dans les disciplines STEM. La presente etude a donc examine la relation entre le soutien social (personnel vs academique) et le bien-etre, la perseverance et les resultats scolaires tels que medies par la motivation autodeterminee et moderes par le sexe. Les resultats de la modelisation des equations structurelles avec 221 etudiants de premier cycle en STEM ont montre un effet indirect significatif du soutien personnel sur les intentions futures des STEM via une motivation autonome. Des analyses multigroupes ont en outre montre que les deux types de soutien et de motivation autonome presentaient des avantages plus importants pour les hommes, une motivation controlee predisant un epuisement plus eleve uniquement pour les femmes. Les implications pour les soutiens sociaux et motivationnels specifiques au genre pour les etudiants en STIM sont discutees.
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538 $a Mode of access: World Wide Web
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