Children's Engineering-Related Achievement Beliefs and Career Aspirations: The Role of Gender

Autor/inn/en	Woods, Bobbi; Miller, Cindy Faith; Wheeler, Lorey A.; Reisslein, Martin
Titel	Children's Engineering-Related Achievement Beliefs and Career Aspirations: The Role of Gender
Quelle	In: Psychology in the Schools, 60 (2023) 7, S.2135-2155 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woods, Bobbi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22848
Schlagwörter	Elementary School Students; Engineering; Beliefs; Academic Achievement; Occupational Aspiration; Careers; Sex; Kindergarten; Young Children; Competence; Student Interests; Value Judgment; Engineering Education + Suchen Sie Ihr Suchwort? Maschinenbau; Belief; Glaube; Schulleistung; Berufsneigung; Berufsziel; Career; Karriere; Geschlecht; Geschlechtsverkehr; Frühe Kindheit; Kompetenz; Studieninteresse; Werturteil; Ingenieurausbildung
Abstract	This study examined the association between elementary students' (N = 1627; 51.3% girls, ages 4-12) engineering-related ability beliefs (competence), task-value beliefs (interest, importance), and career aspirations. Findings suggest that mean levels of children's engineering-related beliefs did not vary by gender. High levels of competence, interest, and importance beliefs were related to higher engineering-related career aspirations. Findings also revealed that the association of competence and interest with career aspirations was stronger for girls than boys; whereas, the association of importance with career aspirations was stronger for boys than girls. Last, results provide evidence of importance as a moderator of the link between competence and career aspirations, suggesting that there was a stronger positive association between competence and career aspirations under high levels of importance. Against the backdrop of the increasing urgency to teach engineering in elementary schools, this study highlighted the salience of examining children's engineering-related motivational beliefs. The study has practical implications for teachers and school psychologists on promoting inclusive instruction in elementary schools. Specifically, the implications of the results for instructional strategies as well as assessments and interventions in elementary schools are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01