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Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness

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Han, Jung, Kelley, Todd, Knowles, J. Geoff·2021·Journal for STEM Education Research
DOI 10.1007/s41979-021-00053-3
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Abstract

Social, motivational, and instructional factors impact students’ outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students during the following school year, where scientific inquiry, biomimicry, 3D printing technology, and engineering design were integrated as instructional strategies. Surveys were conducted to measure teacher self-efficacy and outcome expectancy. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, STEM career awareness, and STEM knowledge achievement were also measured using a survey and a custom-made knowledge test. Based on expectancy-value theory and literature, a path model was developed and tested to investigate causal relationships between these factors. The results revealed direct and indirect effects of teacher self-efficacy and outcome expectancy on students’ STEM knowledge achievements. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, and STEM career awareness also significantly influenced STEM knowledge achievement directly or indirectly.

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  • Cognitive motivational constructs such as academic self-efficacy, self-regulation, effort control, and goal setting affect STEM students' academic performance and intentions to pursue and persist in STEM fields.

    “such as academic self-efficacy (Chen & Zimmerman, 2007;Han et al., 2021;Luo et al., 2021;van Aalderen-Smeets et al., 2018), selfregulation (Shell & Soh, 2013;Zollman, 2012), effort control (Cromley et al., 2016), and goal setting (Shaw & Barbuti, 2010) affect STEM students' academic performance as well as their intentions to pursue and persist in STEM fields.”

    From The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students (2024) · cites this paper as Han et al., 2021

    The Self-efficacy and outcome expectancy section links student self-efficacy to academic success and career choices, and the Results section links STEM attitudes, which include self-efficacy, to STEM knowledge achievement. The citation is attached to self-efficacy, not the other listed constructs; the paper supports the performance and career-choice parts but does not establish an effect on intentions to persist in STEM. (LLM, conf=0.84)

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Metadata

Authors
Han, J., Kelley, T., & Knowles, J. G.
Affiliations
  • Purdue University West Lafayette (US)
  • Ivy Tech Community College of Indiana (US)
Corresponding author
Kelley, Todd
ORCID
Venue
Journal for STEM Education Research
Publisher
Springer Science and Business Media LLC
Published
2021-05-04
Volume
4
Issue
2
Pages
117-137
ISSN
  • 2520-8705 (ISSN-L)
  • 2520-8713
DOI
10.1007/s41979-021-00053-3
OpenAlex
W3158874761
Cited by
192
References
4
Citations by year
2026: 47 · 2025: 61 · 2024: 49 · 2023: 22 · 2022: 11 · 2021: 2
FWCI
19.00
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal for STEM Education Research (publishedVersion, cc-by)
  • Purdue e-Pubs (Purdue University System) (submittedVersion)
Funders
National Science Foundation (DRL – 1513248)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
STEM integration, teacher self-efficacy, outcome expectations, expectancy-value theory, 21st century skills, STEM career awareness, high school STEM education, biomimetics, 3D printing, engineering design, scientific inquiry, teacher professional development

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