A suite of measures for children’s achievement beliefs in engineering-related activities and skills

Wheeler, Lorey A.; Miller, Cindy Faith; Chen, Donna; Woods, Bobbi; Reisslein, Martin

doi:10.1080/03043797.2023.2169600

Cited by 2 publications

(6 citation statements)

References 38 publications

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“…The items used in both measures were comprised of eight identical, gender‐neutral skills. These items were developed by a panel of experts (i.e., parents, teachers, and engineers) as part of a larger study designed to measure engineering‐related activities and skills (ERAS; Wheeler et al., 2022). The ERAS items were selected for the present research because they have implications for academic and career success and were believed to have minimal gender stereotypes associated with them.…”

Section: Methodsmentioning

confidence: 99%

A multidimensional examination of children's endorsement of gender stereotypes

Miller,

Wheeler,

Woods

2023

Social Development

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The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 (N = 403) compared children's ability and category beliefs using a set of gender‐neutral skill items. Study 2 (N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 (N = 974) furthered our understanding of the construct dimension by comparing children's interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes.

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Section: Methodsmentioning

confidence: 99%

A multidimensional examination of children's endorsement of gender stereotypes

Miller,

Wheeler,

Woods

2023

Social Development

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Section: Methodsmentioning

confidence: 99%

“…At the conclusion of the Delphi panel, a list of 10 developmentally appropriate engineering‐related activities for children was established (Wheeler et al, in press). Two items were later dropped based on factor analyses from pilot data that showed that these items did not load properly onto the general hypothesized factor of engineering activities for children (Wheeler et al, in press). The creation of this measure allowed children's expectancy and task‐value beliefs about engineering‐related activities and skills to be examined, which has not been examined in past studies.…”

Section: Methodsmentioning

confidence: 99%

“…The full list of items for these measures can be found in Table 1. The item development process and psychometric properties of this measure are described in Wheeler et al (in press).…”

Section: Methodsmentioning

confidence: 99%

“…Instead of asking children directly about engineering, Wheeler et al (in press) developed a measure that asked children about their competency, interest, and importance beliefs of age‐appropriate engineering‐related skills and activities. The items used in this measure were developed using a rigorous Delphi panel approach.…”

Section: Methodsmentioning

confidence: 99%

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Children's engineering‐related achievement beliefs and career aspirations: The role of gender

Woods

Miller

Wheeler

et al. 2022

Psychology in the Schools

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This study examined the association between elementary students' (N = 1627; 51.3% girls, ages 4–12) engineering‐related ability beliefs (competence), task‐value beliefs (interest, importance), and career aspirations. Findings suggest that mean levels of children's engineering‐related beliefs did not vary by gender. High levels of competence, interest, and importance beliefs were related to higher engineering‐related career aspirations. Findings also revealed that the association of competence and interest with career aspirations was stronger for girls than boys; whereas, the association of importance with career aspirations was stronger for boys than girls. Last, results provide evidence of importance as a moderator of the link between competence and career aspirations, suggesting that there was a stronger positive association between competence and career aspirations under high levels of importance. Against the backdrop of the increasing urgency to teach engineering in elementary schools, this study highlighted the salience of examining children's engineering‐related motivational beliefs. The study has practical implications for teachers and school psychologists on promoting inclusive instruction in elementary schools. Specifically, the implications of the results for instructional strategies as well as assessments and interventions in elementary schools are discussed.

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A suite of measures for children’s achievement beliefs in engineering-related activities and skills

Cited by 2 publications

References 38 publications

A multidimensional examination of children's endorsement of gender stereotypes

A multidimensional examination of children's endorsement of gender stereotypes

Children's engineering‐related achievement beliefs and career aspirations: The role of gender

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