Choices and Changes: Eccles' Expectancy-Value Model and Upper-Secondary School Students' Longitudinal Reflections about Their Choice of a STEM Education

Autor/inn/en	Lykkegaard, Eva; Ulriksen, Lars
Titel	Choices and Changes: Eccles' Expectancy-Value Model and Upper-Secondary School Students' Longitudinal Reflections about Their Choice of a STEM Education
Quelle	In: International Journal of Science Education, 38 (2016) 5, S.701-724 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1156782
Schlagwörter	Secondary School Students; STEM Education; Foreign Countries; Reflection; School Choice; Interviews; Postsecondary Education; Surveys; Mentors; Semi Structured Interviews; Mixed Methods Research; Higher Education; Comparative Analysis; Likert Scales; Denmark + Suchen Sie Ihr Suchwort? Sekundarschüler; STEM; Ausland; Choice of school; Schulwahl; Interviewing; Interviewtechnik; Post-secondary education; Tertiäre Bildung; Survey; Umfrage; Befragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Likert-Skala; Dänemark
Abstract	During the past 30 years, Eccles' comprehensive social-psychological Expectancy-Value Model of Motivated Behavioural Choices (EV-MBC model) has been proven suitable for studying educational choices related to Science, Technology, Engineering and/or Mathematics (STEM). The reflections of 15 students in their last year in upper-secondary school concerning their choice of tertiary education were examined using quantitative EV-MBC surveys and repeated qualitative interviews. This article presents the analyses of three cases in detail. The analytical focus was whether the factors indicated in the EV-MBC model could be used to detect significant changes in the students' educational choice processes. An important finding was that the quantitative EV-MBC surveys and the qualitative interviews gave quite different results concerning the students' considerations about the choice of tertiary education, and that significant changes in the students' reflections were not captured by the factors of the EV-MBC model. This questions the validity of the EV-MBC surveys. Moreover, the quantitative factors from the EV-MBC model did not sufficiently explain students' dynamical educational choice processes where students in parallel considered several different potential educational trajectories. We therefore call for further studies of the EV-MBC model's use in describing longitudinal choice processes and especially in investigating significant changes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01