Stem Attitude Disparity: the Impact of Learning Experiences in Vocationally-oriented Polytechnic and University on Students’ Self-efficacy, Expectancy-value, and Career Interest
Year: 2024
Type: article
Study design: Observational Study
Abstract: Learning experiences are widely recognized as crucial in developing students’ attitudes towards science, technology, engineering and mathematics. Vocationally-oriented polytechnics and universities provide distinct learning experiences that may significantly influence students’ STEM self-efficacy, expectancy-value and career interest. The study explores how the unique learning experiences shape students' STEM attitudes among 487 students during their fourth semester at vocationally-oriented polytechnic and university. The S-STEM survey was adopted as the measurement instrument. The result showed that university students displayed a more favorable overall STEM attitude compared to students enrolled in vocational-oriented polytechnic. University students demonstrated greater STEM self-efficacy than polytechnic students, but no significant difference in STEM expectancy-value was detected between the two groups. From the perspective of inter-group comparison, university education consistently fostered students a heightened sense of STEM self-efficacy, expectancy-value and career interest in science, whereas vocationally-oriented polytechnic education boasted its unique strengths in cultivating robust attitudes and career interests towards science and engineering/technology. However, students in both institutions exhibited a relatively less positive attitude towards learning mathematics. The findings highlight the importance of learning experiences in shaping students' STEM attitudes and career interests. Keywords: career interest, expectancy-value, learning experiences, self-efficacy, STEM attitude
Authors: Shao-Rui Xu, Shao-Na Zhou
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4403601129