The Impacts of Gender and Subject on Experience of Competence and Autonomy in STEM

Abstract

In most societies, women are less likely to choose a science, technology, engineering and mathematics (STEM)-related study program than men. This problem persists despite numerous initiatives aimed at fostering the uptake of STEM subjects by women, who represent an underutilized source of talent in a time of great need for STEM professionals. Many reasons for women’s avoidance of the path into STEM-related areas have been discussed, including weaker mathematical skills, implicit gender stereotypes or structural deficits in school education. One variable which is presumably at the core of decisions regarding a specific study subject is motivation. We aim to look in greater depth at the basis for motivation by referring to self-determination theory (SDT). Here, we specifically focus on the needs for competence and autonomy which represent pivotal sources of motivation, effective performance and psychological well-being and are assumed to be positively correlated with academic achievement and perseverance. In line with previous SDT research, we assume that self-perceptions during STEM studies contribute to experiences of competence and autonomy and may be responsible for gender disparities. To examine whether and how a sex-specific perception of autonomy and competence influences decisions regarding STEM subjects, we conducted a survey study of Master’s students ( N = 888; 461 female, 427 male), who were enrolled either in STEM or non-STEM subjects, and asked about students’ motivations, perceived competence (e.g., self-efficacy) and autonomy (e.g., volitional decision for a study major). The results revealed several main effects of study major and only a small number of interaction effects of sex and subject. For example, non-STEM students were more likely to enroll due to their stronger interest in their subject, signifying higher autonomy, while STEM students were more likely to select their subject according to their families’ wishes. The comparison between female and male STEM students revealed that males perceived more self-efficacy and reported more leadership aspirations while female STEM students have lower perceptions of their own competence, especially regarding perceived future competences.

Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

“…Jeno et al in 2017 (43) used an SDT framework to evaluate the impact of implementing a teambased learning approach to a course and found that increases in perceived competence were one of the main mediators of the changes in student engagement. Competence perceptions have been shown to sometimes be lower in specific student populations (44,45); thus, these groups may require more engagement opportunities to achieve higher levels of perceived competence. More research is needed on the relationship between competence perception and student performance in STEM, particularly in the context of underrepresented minorities.…”

Basic Psychological Needs at Work: Their Relationship with Psychological Well-Being and Healthy Organisational Outcomes with a Gender Perspective

“…Specifically, Guérin et al [ 52 ] stressed insignificant differences across gender in exercise results, particularly in relation to SDT. On the other hand, in an applied study [ 53 ] on a sample of 888 master’s students (461 women, 427 men), an analysis was carried out on whether or not the perceptions of autonomy and gender-specific competence affected their decisions about their enrolment in STEM subjects (science, technology, engineering, and mathematics). The results revealed that male students perceive themselves as having more self-efficacy and leadership than women, who showed low perceptions of their competence and uncertainty with regards to the future, and, therefore, less motivation [ 53 ].…”

“…On the other hand, in an applied study [ 53 ] on a sample of 888 master’s students (461 women, 427 men), an analysis was carried out on whether or not the perceptions of autonomy and gender-specific competence affected their decisions about their enrolment in STEM subjects (science, technology, engineering, and mathematics). The results revealed that male students perceive themselves as having more self-efficacy and leadership than women, who showed low perceptions of their competence and uncertainty with regards to the future, and, therefore, less motivation [ 53 ]. Another study, carried out over eight months among 85 students, evaluated a program based on the teaching of Personal and Social Responsibility, including Basic Psychological Needs, motivation, life satisfaction, and gender differences.…”

Relationships between ICT competencies related to work, self-esteem, and self-regulated learning with engineering competencies

“…In studying the variation in the degree of relationships between constructs, gender differences are the most reported factors among university students [ 87 ]. Sobieraj and Krämer [ 88 ] investigated gender differences in competence and study motivation regarding STEM subjects, reporting that males perceived more self-efficacy and leadership aspirations than females. In a longitudinal study of STEM undergraduates, MacPhee, et al [ 89 ] reported that at the time of admission, males scored themselves higher on academic skills than females.…”