Do scientific attitude and intelligence affect motivation towards STEM? Structural equation modelling.
1Department of Child Development, Ege University, İzmir, Türkiye.
Frontiers in Psychology
|November 28, 2024
Summary
Positive scientific attitudes and intelligence enhance motivation in science, technology, engineering, and mathematics (STEM) for female students. Supporting female students in STEM is crucial for their future leadership roles and organizational development.
Area of Science:
- Educational Psychology
- STEM Education
Background:
- Scientific attitude and intelligence are key factors influencing student motivation.
- Understanding these factors is crucial for promoting success in STEM fields, particularly for female students.
- There is a noted research gap in Türkiye regarding the relationship between scientific attitude, intelligence, and STEM motivation.
Purpose of the Study:
- To investigate the effect of scientific attitude and intelligence on STEM motivation among female undergraduate students.
- To explore the reciprocal relationships between attitudes towards science, intelligence, and STEM motivation.
- To identify factors influencing female students' engagement and success in STEM fields.
Main Methods:
- A quantitative study employing Structural Equation Modelling (SEM).
- Data collected from 159 female undergraduate students at Ege University Ödemiş Faculty of Health Sciences.
- Utilized scales included the Attitude Towards Scientific Research Scale, Multiple Intelligences Self-Perception Scale, and STEM Value-Expectation Rating Scale.
Main Results:
- A positive correlation was found between positive attitudes towards scientific research and increased STEM motivation.
- Higher levels of various intelligences (verbal-linguistic, logical-mathematical, spatial, interpersonal, intrapersonal, natural) positively influenced STEM motivation.
- Negative attitudes towards research were associated with decreased STEM motivation.
Conclusions:
- Female students generally exhibit positive attitudes towards scientific research, but a significant portion (81.13%) shows medium value expectations for STEM.
- This suggests a potential lack of positive motivation from family, school, and peer environments.
- Supporting and motivating female students in STEM is vital for their development as future leaders and contributors to organizational development.
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