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首页> 外文期刊>Journal of research in science teaching >Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors
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Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors

机译：预测学术和职业选择：转型体验的作用，指导员的关系，以及兴趣/身份的性别核算和上下文因素

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We used the social-cognitive choice model (Lent et al., 2018) as a framework for investigating academic and career choice in the domain of geoscience for male and female students. In addition, we explored the role of perceived connection to instructors and transformative experience as additional factors in the social-cognitive choice model. A total of 525 individuals from six geoscience departments participated. We conducted three path models with confidence in geoscience among majors (Model 1), intent to major in geoscience among non-majors (Model 2), and intent to pursue a career in geoscience (Model 3) as outcome variables. Overall, the baseline social-cognitive choice model explained a moderate amount of variance with variation by model and gender. Students' interest in and identification with geoscience was an important direct predictor of outcomes in all three models. Adding connection to instructor to the baseline model significantly increased the model fit and contributed to the amount of variance explained in Models 2 and 3, but not Model 1. Further, connection to instructor was found to mediate the relation between interest/identity and outcomes as well as directly predict outcomes in Models 2 and 3. These results held for male and female students. Adding transformative experience to the baseline plus connection to instructor model further increased the model fit and contributed to the amount of variance explained for female student in Models 2 and 3, but not for Model 1 and not for male students. Further, transformative experience was found to mediate the relation between interest/identity and outcomes as well as directly predict outcomes in all three models, but only for female students. These results suggest instructors may strengthen geoscience pathways by developing students' interest in geoscience, establishing connections with students, and, for female students, fostering transformative experiences.
机译：我们使用社会认知选择模型（Lent等，2018）作为调查男女学生地球科学领域的学术和职业选择的框架。此外，我们还探讨了对教师和转型性经验的作用，作为社会认知选择模型中的额外因素。共有六个地球科学部门共有525个人参加。我们在专业（型号1）的地球科学中，在非专业（模型2）中的主要内科有意思，并意图在地质科学（模型3）中作为结果变量的职业生涯的职业变量，在地球科学中进行了三大路径模型。总体而言，基线社会认知选择模型解释了模型和性别变化的中等程度的差异。学生对地球科学的兴趣和识别是所有三种模型中的重要预测因素。将与教师连接到基线模型的连接显着增加了模型适合的模型，并导致模型2和3中解释的方差量，但不是模型1.此外，发现与教师的连接介绍了兴趣/身份与成果之间的关系以及直接预测模型中的结果2和3.这些结果为男女学生持有。向基线加上讲师模型添加转型体经验进一步增加了模型适合，并促进了模型2和3中女学生所解释的差异，但不是模型1而不是男性学生。此外，发现转型体验介绍了兴趣/身份和结果之间的关系，以及直接预测所有三种模型的结果，而且只适用于女学生。这些结果提出了教师，通过制定学生对地球科学的兴趣，建立与学生的联系，以及女学生，促进转型体验，促进了地球科学途径。

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