Gendered patterns in students’ motivation profiles regarding iSTEM and STEM test scores: a cluster analysis

Abstract

Background Promoting and improving STEM education is being driven by economic concerns as modern economies have a rising demand for qualified researchers, technicians, and other STEM professionals. In addition, women remain under-represented in STEM-related fields, with significant economic and societal consequences. Abundant research has shown that gendered pathways into and away from STEM are mediated through motivation, but there is paucity of knowledge regarding gendered patterns in high school students’ motivation profiles, especially in transdisciplinary domains like integrated STEM (iSTEM). This study addresses these gaps by examining the interconnection between patterns in motivation profiles towards integrated STEM (iSTEM), gender and STEM test scores. Results Using cluster analysis in a sample of N = 755 eighth grade students, we established four distinct motivation profiles. Subsequently, a multinomial logistic regression was performed to calculate predicted probabilities for cluster membership based on gender and test scores. Cluster distributions indicate significant differences based on gender and test score. Although our analysis shows no difference in average test scores, significant gender differences can be found in and between motivation profiles. For instance, girls are more likely to belong to a less favorable profile cluster than boys. In that cluster, girls have on average a significantly higher test score compared to boys, indicating a differential effect of motivation profiles. Conclusions The concept of motivational co-expression emphasizes a need for instructors to move past the simple high or low motivation labels, and toward an appraisal that recognizes how students adopt a complex interplay of motivation types. Moreover, the gender analyses raise questions about how we can move towards more equitable approaches.

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

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Effects of Design-Based Learning Arrangements in Cross-Domain, Integrated STEM Lessons on the Intrinsic Motivation of Lower Secondary Pupils

“…One way to counteract these trends is to develop motivational STEM learning opportunities [19,20]. In their considerations on promoting motivation, Hite et al [21] (p. 3) assume that the age group from 11 to 14 years (middle school students) is an ideal period to promote motivation for STEM subjects.…”

Integrated STEM Education: The Effects of a Long-Term Intervention on Students’ Cognitive Performance

“…Generating a sufficient number of qualified professionals in science, technology, engineering and mathematic (STEM) areas is a matter of international concern (Thibaut et al, 2018a;Hernandez et al, 2014;Bøe, Henriksen, Lyons and Schreiner, 2011). Awareness of the problem with regard to young people's increasing reluctance to participate in STEM emerged in the early 1990s, and this has been a growing problem to this day (Bøe et al, 2011;Moore and Smith, 2014;Keith, 2018;Hermans et al, 2022;De Loof et al, 2022), as national reports continue to identify shortages of STEM graduates. The World Economic Forum (2016) predicted an increased demand for specialists in the STEM field for the years to come and stated that the pace of technology adoption is expected to remain unabated and may accelerate in some areas (World Economic Forum, 2020).…”