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Related Experiment Videos

Predicting student enrollment and persistence in college STEM fields using an expanded P-E fit framework: a

Huy Le1, Steven B Robbins2, Paul Westrick3

  • 1Department of Management, Entrepreneurship and Technology, University of Nevada.

The Journal of Applied Psychology
|March 12, 2014
PubMed
Summary

Academic ability and interest fit significantly influence college students' choice and persistence in STEM fields. Gender impacts these relationships differently for choice versus persistence.

Related Experiment Videos

Area of Science:

  • Educational Psychology
  • Higher Education Studies
  • STEM Education Research

Background:

  • Person-environment fit (P-E fit) is crucial for understanding educational and career trajectories.
  • Individual difference factors like ability and interest are key predictors of student outcomes.
  • Existing models may not fully capture the interplay of these factors in STEM fields.

Purpose of the Study:

  • To test the combined effects of ability-demand fit and interest-vocation fit on STEM field choice and persistence.
  • To expand the P-E fit model by examining the moderating role of ability.
  • To investigate the moderating influence of gender on these relationships.

Main Methods:

  • Utilized an expanded person-environment fit (P-E fit) model.
  • Analyzed data from 207,093 students across 51 postsecondary institutions.
  • Employed statistical analyses to assess the interplay of ability, interest, and gender.

Main Results:

  • Both ability-demand fit and interest-vocation fit significantly predicted STEM choice and persistence.
  • Ability was found to moderate the impact of interest fit on behavioral outcomes.
  • Gender moderated the effects: weaker for STEM choice in females, stronger for STEM persistence in females.

Conclusions:

  • The study expands the P-E fit framework by integrating ability and interest constructs.
  • Findings highlight the differential impact of individual differences on STEM choice and persistence based on gender.
  • Emphasizes the need to consider both ability and interest for a comprehensive understanding of student pathways in STEM.