Literaturnachweis - Detailanzeige
| Autor/inn/en | Jiang, Haozhe; Chugh, Ritesh; Turnbull, Darren; Wang, Xiaoqin; Chen, Suting |
|---|---|
| Titel | Modeling the Impact of Intrinsic Coding Interest on STEM Career Interest: Evidence from Senior High School Students in Two Large Chinese Cities |
| Quelle | In: Education and Information Technologies, 28 (2023) 3, S.2639-2659 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jiang, Haozhe) ORCID (Chugh, Ritesh) ORCID (Turnbull, Darren) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-022-11277-0 |
| Schlagwörter | Foreign Countries; High School Students; Student Interests; Coding; STEM Careers; Self Efficacy; Social Cognition; Vocational Interests; China |
| Abstract | The problem motivating this study is the urgent need to explore the antecedents of STEM career interest and the growing importance of coding in STEM careers, coupled with the unclear relationship between intrinsic coding interest and STEM career interest. To narrow the research gap, this study explores the direct and indirect effects of intrinsic coding interest on STEM career interest. As a quantitative cross-sectional survey research, 669 students from three senior high schools in two large Chinese cities were investigated. Applying a structural equation modeling approach, the research instrument was validated and the research hypotheses were tested. The findings articulate the direct influence of intrinsic coding interest, coding self-efficacy and perceptions of coders on STEM career interest, and detect the mediating roles of coding self-efficacy and perceptions of coders between intrinsic coding interest and STEM career interest. This study affirms a new theoretical model with strong predictive power, accounting for 64% of the variance in STEM career interest. This study contributes theoretically and practically to the limited literature on coding-related antecedents of STEM career interest. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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