| This thesis, entitled “From Motivational Pathways to Career Choices: Understanding Gender Differences in STEM Fields,” studies the different factors affecting students’ motivation to choose careers in science, technology, engineering, and mathematics (STEM). These factors include self-efficacy, awareness, and interest which all play a role in affecting motivation. To determine how these factors affect student motivation, the researcher utilized a quantitative descriptive design, collecting data from 104 students at the University of Batangas-College of Education. Results showed a generally positive motivational beliefs and interest in STEM careers. Moreover, students were found to be more extrinsically motivated towards STEM careers, regarding STEM careers as one which offers many career opportunities and a high earning potential. Across all majors of the College of Education, it was found that there were no significant differences in motivation, self-efficacy, awareness, and interest. However, it is noted that these students mostly came from the HUMSS strand as it was discovered that they had lower confidence in hands-on scientific skills and limited awareness of diverse STEM careers beyond medicine and engineering. These findings highlight the value of early implementation of interventions in the form of career guidance, project based learning, and mentorship to cultivate STEM career interest among students. |
Ahmed, W., & Mudrey, R. R. (2019). The role of motivational factors in predicting STEM career aspirations. International Journal of School & Educational Psychology, 7(3), 201- 214. Retrieved from https://www.tandfonline.com/doi/citedby/10.1080/21683603.2017.1401499?scroll=top&n eedAccess=tru
Barros, J. (2020). Intrinsic motivation- what is the impact for our career? Retrieved from https://www.linkedin.com/pulse/intrinsic-motivation-what-impact-our-career-juliana-barros
Bindis, M. (2019). “I Love Science”: Opinions of Secondary School Females Toward
Science and Science Careers. International Journal of Science and Mathematics Education. 18. 10.1007/s10763-019-10036-x.
Chiu, S. & So, W. (2022). STEM career aspiration: does students’ social identity matter?. Asia Pacific Journal of Education. 1-18. 10.1080/02188791.2022.2108758.
Christensen, R., Knezek, G., & Tyler-Wood, T. (2014). Student perceptions of science, technology, engineering and mathematics (STEM) content and careers. Computers in human behavior, 34, 173-186.
Digamon, J. S. & De La Pena, J. N.. (2021). Attitudes of Senior High School Students Towards Career Decision Making. JPAIR Institutional Research Journal, 16(1). Retrieved from https://ejournals.ph/article.php?id=16439
Higde, E. & Aktamis, H. (2022). The effects of STEM activities on students’ career interests, motivation, science process skills, science achievement and views. https://doi.org/10.1016/j.tsc.2022.101000.
Ibáñez, Dr. Milagros & Fàbregues, Sergi & Rodó-de-Zárate, Maria & Martínez-Cantos,
José-Luis & Arroyo, Lidia & Romano, Maria. (2020). Gendered Motivations to Pursue Male- Dominated STEM Careers Among Spanish Young People: A Qualitative Study. Journal of Career Development. 47. 408-423. 10.1177/0894845318801101.
Jackson, M. & Leal, C. & Zambrano, J. & Thoman, B. (2019). Talking about science interests: the importance of social recognition when students talk about their interests in STEM. Soc Psychol Educ 22, 149–167. https://doi.org/10.1007/s11218-018-9469-3 |