Abstract: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… Show more
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