Examining Motivator Factors of Stem Undergraduate Persistence through Two-Factor Theory

Autor/inn/en	Pedraza, Leo; Chen, Rong
Titel	Examining Motivator Factors of Stem Undergraduate Persistence through Two-Factor Theory
Quelle	In: Journal of Higher Education, 93 (2022) 4, S.532-558 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pedraza, Leo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2021.1999722
Schlagwörter	Undergraduate Students; Academic Persistence; STEM Education; Majors (Students); Student Motivation; Gender Differences; Race; Ethnicity; Disproportionate Representation; Educational Attainment; Academic Degrees; Dropouts; Work Environment; Family Work Relationship; Minority Group Students; Socioeconomic Status; College Housing; Longitudinal Studies; Student Attitudes; Grade Point Average; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? STEM; Schulische Motivation; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Arbeitsmilieu; Socio-economic status; Sozioökonomischer Status; Studentenunterkunft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten
Abstract	This study investigates undergraduate STEM persistence through two-factor theory. Using nationally representative data and multinomial regression, we conceptualize known determinants of persistence as hygiene and motivator factors to test the persistence outcomes among college students who majored in STEM: earning a STEM degree, non-STEM degree, and degree non-completion. We propose that hygiene factors provide a baseline means of persistence in higher education, whereas the motivator factors improve the probability of student persistence in STEM majors. Our findings demonstrated that motivator factors improve the persistence model when added to hygiene factors. Hygiene factors were generally associated with STEM persistence by staying in college, while motivator factors mostly predicted persistence by remaining in the STEM major. Given the importance of motivator factors, we also tested the differential relationship between motivator factors and student persistence in STEM majors by gender and race/ethnicity due to underrepresentation in STEM fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01