http___www.jobstem.eu_novosti-1_params_post_960457_izvjestaj-jobstem-ekipa-na-ecer-konferenciji-u-dublinu_1.xml
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Report: JOBSTEM @ ECER Dublin 2016 In a previous post, we wrote about the ECER conference and an upcoming talk stemming from the project (see here). We now present the second study from our team (authors: Toni Babarović, Dubravka Glasnović Gracin, Josip Burušić, Ivan Dević, Marija Šakić Velić), titled Personal Inputs and Contextual Supports as Predictors of STEM Aspirations among Boys and Girls. What's it about? In this study, we used the Social Cognitive Career Theory (Lent, Brown and Hackett, 1994) as a theoretical framework to predict interest and intention to pursue STEM educational choices and careers among primary school students. This model encompasses measures of an individual's self-efficacy, outcome expectations, personal inputs and background, and contextual supports and/or barriers to explain reasoning behind students' academic or career choices. The main aim of the study was to test the hypothesis that the determinants of STEM career aspirations have different patterns for boys and girls. We used variables related to students' family characteristics and parental attitudes, peers influences, school achievement, attitudes toward STEM education in school, STEM self-concept, and STEM activities outside the schools in order to predict STEM career aspirations among boys and girls. We tested 360 primary school students (grades 6-8, age 12 to 15; M=13.32; 165 female) from three schools in one municipality in Croatia (Daruvar area), from 21 class units. The dependent variable was a measure of students' aspirations toward STEM careers as self-reported on a 5-point Likert-type scale. Hierarchical regression analyses were applied separately in boys’ and girls’ samples in order to predict aspirations toward STEM careers, including five blocks of predictors: (1) Family influences (family education status, parental ambitions and support, parental attitudes to science); (2) Self-concept in science and attitudes towards science in school (positive self-concept in science, negative self-concept in science, attitudes toward school science); (3) Peer support (peer attitudes to science, peer orientation to school); (4) School achievement (GPA from the previous grade, GPA in STEM subjects in previous grade); (5) – Out-of-school STEM attitudes and interests (positive image of scientists, negative image of scientists, interest for science out of school). Short summary of main findings - The regression models in the boys’ and girls’ samples accounted for different percentages of variance in STEM careers aspirations (R2=.44 and R2=.21, respectively). In other words, the STEM career aspirations can be much better explained by the used set of predictors in the boys' sample. - The highest incremental validity in both samples was observed for the second block of predictors - Self-concept in science and attitudes toward school science, which was still substantially higher for boys than for girls (AR2=.26 and AR2=.14, respectively). - The significant predictors in the final step of regression model were substantially different for boys and for girls. For boys, interest for science out of school (B=.26); attitudes toward school science (B=.24), and negative self-concept in science (B=-.18) were shown to be significant, whereas in the girls' case, only interest for science out of school was such (B=.27). How do boys and girls interested in STEM careers differ? The boys like science subjects in school, have hobbies related to science, and do not have negative stereotypical images of scientists. The girls are highly intrinsically motivated: they have hobbies related to science, like school science and have higher marks in STEM subjects then other school subjects. Because our team have been very busy this year, expect a third study from the conference, titled The contribution of attitudes toward school science in explanation of achievement in STEM school subjects, to be reported on next! References used in the post Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), 79-122.
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Izvještaj: JOBSTEM ekipa na ECER konferenciji u Dublinu U jednoj od prijašnjih vijesti, najavili smo ECER konferenciju i nadolazeće predavanje vezano uz JOBSTEM projekt (prijašnji tekst pogledajte ovdje). Sada predstavljamo drugo istraživanje članova našeg tima (autori: Toni Babarović, Dubravka Glasnović Gracin, Josip Burušić, Ivan Dević, Marija Šakić Velić), naslova Osobni doprinosi i kontekstualne potpore kao prediktori STEM aspiracija dječaka i djevojčica. O čemu se radi? U ovom istraživanju, kao teorijski okvir za predviđanje interesa i namjera vezanih uz daljnje obrazovanje u STEM područjima učenika osnovne škole korištena je socijalno-kognitivna teorija karijere (Lent, Brown and Hackett, 1994). Ovaj model obuhvaća mjere samoefikasnosti pojedinca, očekivanja ishoda, osobne doprinose i pozadinu, te kontekstualne potpora i/ili ograničenja kako bi se objasnilo rezoniranje u pozadini akademskih ili karijernih izbora Osnovni cilj istraživanja bio je testirati hipotezu da se determinante STEM karijernih aspiracija razlikuju kod dječaka i djevojčica. U istraživanju su korištene varijable vezane uz obiteljske čimbenike i stavove roditelja, utjecaj vršnjaka, školsko postignuće, stavove prema STEM obrazovnim predmetima u školi, STEM self-koncept, i izvanškolske STEM aktivnosti, kako bi se pokušalo predvidjeti karijerne aspiracije dječaka i djevojčica u STEM domenama. U ovom (pilot) istraživanju sudjelovalo je 360 učenika i učenica osnovnih škola (6.-8. razred, 12 do 15 godina; M=13.32; 165 djevojčica) iz 21 razreda u tri škole jedne općine (područje Daruvara). Kao zavisna varijabla korištena je mjera aspiracija vezanih uz STEM karijere (skala samoprocjene Likertovog tipa od 5 stupnjeva). Odvojene hijerarhijske regresijske analize provedene su za uzorak djevojčica i dječaka, a u svrhu predviđanja aspiracija vezanih uz STEM karijere korišteno je pet blokova prediktora: (1) Obiteljski utjecaji (stupanj obrazovanja, roditeljske ambicije i podrška, stavovi roditelja prema znanosti); (2) Self-koncept vezan uz znanost i stavovi prema znanosti u školi (pozitivan self-koncept u znanosti, negativan self-koncept u znanosti, stavovi prema znanosti u školi); (3) Potpora vršnjaka (stavovi vršnjaka o znanosti, orijentacija vršnjaka prema školi); (4) Školsko postignuće (prosjek ocjena iz prethodne školske godine, prosjek ocjena iz STEM predmeta iz prethodne školske godine); (5) – Izvan-školski stavovi i interesi vezani uz STEM (pozitivan doživljaj znanstvenika, negativan doživljaj znanstvenika, interes za znanost izvan škole). Što smo saznali? - Regresijski modeli u uzorcima dječaka i djevojčica razlikovali su se u udjelu varijance aspiracija vezanih uz STEM koji objašnjavaju (redom, R2=.44 and R2=.21). Drugim riječima, korišteni set prediktora puno je bolje mogao objasniti aspiracije vezane uz karijere u STEM-u kod dječaka, nego kod djevojčica. - Najvišu inkrementalnu valjanost u oba uzorka imao je drugi blok prediktora - Self-koncept vezan uz znanost i stavovi prema znanosti u školi - ali je još uvijek bila viša za dječake nego djevojčice (redom, AR2=.26 and AR2=.14). - Statistički značajni prediktori u posljednjem koraku regresijskog modela razlikovali su se za dječake i djevojčice. Kod dječaka, značajni su bili interes za znanost izvan škole (B=.26); stavovi prema znanosti u školi (B=.24), i negativan self-koncept vezan uz znanost (B=-.18), dok je kod djevojčica jedino interes za znanost izvan škole bio značajan (B=.27). Po čemu se razlikuju dječaci i djevojčice koje zanimaju karijere u STEM područjima? Dječaci vole znanstvene predmete u školi, imaju hobije vezane uz znanost, nemaju negativan stereotipni doživljaj znanstvenika. Djevojčice su visoko intrinzično motivirane: imaju hobije vezane uz znanost, vole znanstvene predmete u školi i imaju više ocjene u predmetima vezanim uz STEM nego u drugim školskim predmetima. Pošto je tim bio izuzetno aktivan ove godine, uskoro očekujte kratko izvješće i trećeg istraživanja predstavljenog na konferenciji, pod nazivom Doprinos stavova prema znanosti u školi u objašnjavanju postignuća u STEM školskim predmetima! Popis referenci Lent, R. W., Brown, S. D., & Hackett, G. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), 79-122.