Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

Wang, Ming-Te; Degol, Jessica

doi:10.1016/j.dr.2013.08.001

Cited by 837Career Development and DiversityEducation, Achievement, and GiftednessScience Education and Perceptions

Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

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Wang, Ming-Te, Degol, Jessica·2013·Developmental Review

DOI 10.1016/j.dr.2013.08.001PMC PMC3843492

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Abstract

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework. The overarching goal of this paper is to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors to individual and gender differences in STEM interests and choices. Knowledge gained through this review will eventually guide future research and interventions designed to enhance individual motivation and capacity to pursue STEM careers, particularly for females who are interested in STEM but may be constrained by misinformation or stereotypes.

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Primary students in grades 4-6 are particularly receptive to hands-on, project-based learning, which can significantly influence their self-beliefs in science, technology, and design.
“Prior research supports that primary students in these grades are particularly receptive to hands-on, project-based learning, which can significantly influence their self-beliefs in science, technology, and design (Wang & Degol, 2013).”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Wang & Degol, 2013
Section III (Schools; page not provided) says hands-on activities can increase students’ subjective task values and that teaching practices can support competence beliefs. It does not establish that grades 4–6 are particularly receptive to project-based learning or that such learning significantly changes self-beliefs in science, technology, and design. Section V (Intervention; page not provided) notes that experimental work with elementary and middle school students is limited. (LLM, conf=0.88)
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Authors: Wang, M.-T., & Degol, J.
Affiliations: University of Pittsburgh (US)
Corresponding author: Wang, Ming-Te
ORCID: Wang, Ming-Te
Degol, Jessica
Venue: Developmental Review
Publisher: Elsevier BV
Published: 2013-12
Volume: 33
Issue: 4
Pages: 304-340
ISSN: 0273-2297 (ISSN-L)
DOI: 10.1016/j.dr.2013.08.001
PMC: PMC3843492
OpenAlex: W1971294185
Semantic Scholar: 58a86789a21fce2b4032b86f088a2479f7bd2760
Cited by: 837
References: 396
Citations by year: 2026: 73 · 2025: 75 · 2024: 91 · 2023: 79 · 2022: 98 · 2021: 72 · 2020: 104 · 2019: 81 · 2018: 53 · 2017: 41 · 2016: 37 · 2015: 21 · 2014: 9
FWCI: 58.95
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Locations: Developmental Review (publishedVersion)
PubMed (publishedVersion)
Europe PMC (PubMed Central) (acceptedVersion)
PubMed Central (acceptedVersion)
Funders: Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03HD074731)
Topics: Social Sciences › Safety Research › Career Development and Diversity
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
Keywords: STEM career choice, gender differences, expectancy-value theory, motivation, STEM workforce, gender stereotypes, women in STEM, educational choice, sociocultural factors, biological factors, psychological factors

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Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

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