東華大學圖書館 |

Exploring Student Attitudes and Outcomes Toward STEM Careers After Repeated Participation in STEM Outreach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Student Attitudes and Outcomes Toward STEM Careers After Repeated Participation in STEM Outreach./
作者:	Alexander, Alonzo Brandon.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	264 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28847826
ISBN:	9798759926047

Exploring Student Attitudes and Outcomes Toward STEM Careers After Repeated Participation in STEM Outreach.
Alexander, Alonzo Brandon.

Exploring Student Attitudes and Outcomes Toward STEM Careers After Repeated Participation in STEM Outreach. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 264 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2021.

This item must not be sold to any third party vendors.

A wide range of efforts has been explored to fill the United States' need for professionals in the field of science, technology, engineering, and mathematics (STEM). Understanding the factors that influence student persistence in out-of-school educational spaces such as outreach programs is important to meeting this demand. Outreach programs are interventions designed to both educate and motivate students about potential STEM careers and have been shown to serve as a key strategy for increasing the student attitudinal measures of self-efficacy and outcome expectancy (in this study referred to as future academic performance), which both relate to persistence (Vennix et al., 2018). Understanding the potential differences of how person-level factors (e.g., ethnicity and gender) and program-level factors (e.g., types of schools served and geographical location) relate to persistence is critical to keeping STEM Pathways open to students of all backgrounds, but particularly to underrepresented minorities (URMs). Using the S-STEM survey instrument developed by the Friday Institute at North Carolina State University, this study examined factors directly related to the outreach participants such as race, gender, repeated attendance, and self-reported measures of self-efficacy and future academic performance in relation to their measures of STEM self-efficacy and their stated intent to choose a STEM major in college. This analysis looked across multiple programs offered at North Carolina State University (NCSU) and partnering outreach locations. Because of the nature of the data, i.e., students as repeated participants nested into programs, a multilevel analysis that could account for repeat measures was required.A mixed effects multilevel analysis determined that there were significant relationships between personal level and program level factors for STEM self-efficacy and student intent to major in a STEM field. Approximately 7600 students from grades K-13 participated in the SSTEM survey and were included in the analysis. The first question sought to determine the relationship between person-level factors and STEM self-efficacy. The results determined that there was a significant relationship between numerous person-level factors and STEM selfefficacy. Factors such as gender, race, and repeated participation in STEM outreach were significant in predicting levels of STEM self-efficacy.A second question investigated the relationship between personal and program level factors and students' intent to major in a STEM field. Contrary to prior research, the results indicated that there is a significant relationship between race, gender, and student intent to major in STEM. Additionally, reported measures of mathematics and science self-efficacy were significantly correlated with higher intent to pursue STEM. Finally, an analysis of the outreach programs revealed that while their potential impact on both STEM self-efficacy and student intent to major in STEM were small, certain types of programs, namely those in the biologicallyoriented STEM areas, seemed to more consistently have a positive impact on these measures.

ISBN: 9798759926047Subjects--Topical Terms:

641129
Mathematics education.

Exploring Student Attitudes and Outcomes Toward STEM Careers After Repeated Participation in STEM Outreach.
LDR:04246nmm a2200325 4500 001 2345616
005 20230119160034.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798759926047
035 $a (MiAaPQ)AAI28847826
035 $a (MiAaPQ)NCState_Univ18402039080
035 $a AAI28847826
040 $a MiAaPQ $c MiAaPQ
100 1 $a Alexander, Alonzo Brandon. $3 3684586
245 1 0 $a Exploring Student Attitudes and Outcomes Toward STEM Careers After Repeated Participation in STEM Outreach.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 264 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
500 $a Advisor: Wiebe, Eric N. .
502 $a Thesis (Ph.D.)--North Carolina State University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a A wide range of efforts has been explored to fill the United States' need for professionals in the field of science, technology, engineering, and mathematics (STEM). Understanding the factors that influence student persistence in out-of-school educational spaces such as outreach programs is important to meeting this demand. Outreach programs are interventions designed to both educate and motivate students about potential STEM careers and have been shown to serve as a key strategy for increasing the student attitudinal measures of self-efficacy and outcome expectancy (in this study referred to as future academic performance), which both relate to persistence (Vennix et al., 2018). Understanding the potential differences of how person-level factors (e.g., ethnicity and gender) and program-level factors (e.g., types of schools served and geographical location) relate to persistence is critical to keeping STEM Pathways open to students of all backgrounds, but particularly to underrepresented minorities (URMs). Using the S-STEM survey instrument developed by the Friday Institute at North Carolina State University, this study examined factors directly related to the outreach participants such as race, gender, repeated attendance, and self-reported measures of self-efficacy and future academic performance in relation to their measures of STEM self-efficacy and their stated intent to choose a STEM major in college. This analysis looked across multiple programs offered at North Carolina State University (NCSU) and partnering outreach locations. Because of the nature of the data, i.e., students as repeated participants nested into programs, a multilevel analysis that could account for repeat measures was required.A mixed effects multilevel analysis determined that there were significant relationships between personal level and program level factors for STEM self-efficacy and student intent to major in a STEM field. Approximately 7600 students from grades K-13 participated in the SSTEM survey and were included in the analysis. The first question sought to determine the relationship between person-level factors and STEM self-efficacy. The results determined that there was a significant relationship between numerous person-level factors and STEM selfefficacy. Factors such as gender, race, and repeated participation in STEM outreach were significant in predicting levels of STEM self-efficacy.A second question investigated the relationship between personal and program level factors and students' intent to major in a STEM field. Contrary to prior research, the results indicated that there is a significant relationship between race, gender, and student intent to major in STEM. Additionally, reported measures of mathematics and science self-efficacy were significantly correlated with higher intent to pursue STEM. Finally, an analysis of the outreach programs revealed that while their potential impact on both STEM self-efficacy and student intent to major in STEM were small, certain types of programs, namely those in the biologicallyoriented STEM areas, seemed to more consistently have a positive impact on these measures.
590 $a School code: 0155.
650 4 $a Mathematics education. $3 641129
650 4 $a Education reform. $3 3557624
650 4 $a Outreach services. $3 3684555
650 4 $a Science education. $3 521340
650 4 $a Education. $3 516579
650 4 $a STEM education. $3 3551806
690 $a 0280
690 $a 0714
690 $a 0515
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 83-07A.
790 $a 0155
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28847826