The attitude of an individual is affected by age and gender
The attitude of an individual is affected by age and gender towards the implementation of the STEM curriculum. The purpose of this study is to determine individuals’ changes in different dimensions. For instance, these dimensions are attitudes of the students towards science as well as individuals’ attitudes regarding the science utility over the middle school as well as years in high school. Nevertheless, the study examines if the change in the attitude of students towards science-related courses as well as science utility is in a mutual relationship to the background or other psychological variables that are time-varying. George (2006) applied various methodologies in his examination and exploration of student’s attitudes. Regarding this, the study employed growth models that are described as multilevel models. As such, it comprised the Level 1 model that is in the estimation of the change that each has over time, as well as the Level 2 model that is applied in capturing the associations between the growth parameters of the individuals and the change of the predictors.
The cross-domain analysis is employed in the study. Concerning this, it is beneficial in examining the individual change in the attitudes of the students towards science, and besides to explore if the changes in these outcomes show a close relationship. As such, it is called a multivariate latent variable growth modelling because the researcher is observing simultaneously at the change in many than latent variables.
The study’s findings reveal that, over the middle school as well the high school years, the attitudes of students towards science decline. Furthermore, the decline in the students’ attitudes is well embedded in the type of courses chosen by students in each grade. Nevertheless, there is an increasing trend for student’s attitudes about the utility of science.
The study is relevant since it is well connected to the main topic. In this case, age and gender affect student’s attitudes towards science. According to the study, boys start off higher than girls concerning their attitudes towards STEM. Albeit, there is a slope and a positive slope indicates a slower increase in girls than boys. Additionally, the parent’s educational level influences the community college students’ attitudes towards STEM. The parents who studied science in school will influence the students to partake in the science subjects in school.
Mark, T. D, Tracy, H. B & Catherine, S. M. (2006). The draw a scientist test: a different population and a somewhat different story. College Student Journal. 40(1). pp. 140-148.
The study examines the Draw-a-scientist Test for undergraduate students in determining their attitudes towards STEM. Particularly, the examination involves students who enrol in psychology as well as computer science classes, averagely 21 years old. The sample participants involve 212 undergraduates where 100 are males and 112 are females. More importantly, the study aims at examining the stereotypes interpreted from DAST drawings by students in college.
The researchers employed various methodologies in gathering detailed information. For instance, they applied surveys and questionnaires. Particularly, the study involves the completion of two forms, for instance, one form has instructions whereas the other form has a brief questionnaire applied in ascertaining the age, sex of the participant, major, sex of drawing, and year in school. The procedure involved one male or female experimenter. Regarding the class time administrations, the instructors are not present in both classes, however, one class has a female instructor.
The findings indicate that an individual can be interested in drawings; therefore, one can develop a complex knowledge of science. As a result, it accounts for an increase in stereotypic indicators to fifth grade from first-grade school children. DAST reveals children’s attitudes and beliefs regarding science. Therefore, the drawings that are generated by the undergraduates show a close similarity to those of children in the DAST literature.
This study is relevant since it describes how gender and age affect the attitude of the students towards the STEM curriculum. Furthermore, the research indicates the motivation gained by the community college students from the educational background and level of the parents. For instance, the paper explores and reveals the similarities and differences that DAST shows on children and college students.
Svobla, R. C, Rozek, C. S, Hyde, J. S, Harackiewicz, J. M & Destin. (2016). Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation. 2(3). pp. 1-13. DOI: 10.1177/2332858416664875.
The purpose of this study is to explore the relationship between parental educations and STEM course taking through identity-based and expectancy theories of motivation. The research gathers reports from students as well as the parents regarding various aspects. For instance, these aspects include their values, expectations as well as future identities for topics regarding the STEM curriculum. The participants were children and the parents who helped in gathering detailed information. Nevertheless, a longitudinal study is applied where it consists of families that give detailed information. The sample involves 1120 participants, 570 are mothers and partners in different cohorts with different school-going children who adds up to 550.
The measures employed in this study were that families completed surveys through emails as well as on paper administered by research assistants during at-home visits or online. The findings indicate that parental education predicts mathematics as well as science course taking in high school and college. Besides, the relationship is mediated by the identity as well as motivational beliefs of students and parents regarding mathematics and science. Therefore, psychological interventions are useful in the reduction of social class gaps in taking Science, Technology, Engineering and Mathematics courses that have critical implications for opportunities for students.
This study is relevant since the results reveal how age and gender affect the attitude of students towards STEM curriculum. Nevertheless, parental level of education has a positive implication to the community college students. The study shows that parental motivation is crucial in encouraging students to take science courses. Moreover, motivational mechanisms have been explored, for instance, through examining the expectancy theory, and identity-based motivation.