The Role of Motivation and Academic Wellbeing – the Transition from Secondary to Further Education in STEM in Finland
Bibliographic Data
| ID | 12417361 |
|---|---|
| Authors | Katariina Salmela-Aro (0000-0003-1901-4712, University of Helsinki, corresponding author) |
| Year | 2020 |
| Volume | 28 |
| Issue | S1 |
| Pages | S121-S134 |
| Publication date | 2020-06-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Review (JOURNAL) |
| Journal identifiers | ISSN: 1062-7987 • E-ISSN: 1474-0575 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1062798720000952 |
| OpenAlex | W3034714053 |
| Language | EN |
| Citations received | 7 |
| References cited | 38 |
The transition from secondary education to tertiary education is challenging in Finland. Some of the key challenges are related to the competition rates in upper secondary education, gap years, low motivation towards STEM fields and a highly selective admission system to tertiary education; many opt out of STEM fields. In the current article, I approach these challenges in the context of expectancy-value-cost theory taking both a variable and person-oriented approach. Taking a variable-oriented approach we have identified that students’ interest in STEM subjects decreases during secondary education. Taking a person-oriented approach, we can identify three different subgroups. The person-oriented approach reveals that 50% of the students show a decreasing interest in all subjects during secondary education. Additionally, we can identify two gendered pathways. One trajectory is more typical among males; for this group the interest in mathematics increases during secondary education. The other trajectory is more typical for females; with them, interest in mathematics decreases during secondary education while at the same time their interest in languages increases. When these groups are followed later on we can identify that those in the group in which interest in mathematics increases are more likely to pursue studies and to find employment in STEM fields compared with those in the group in which interest towards languages increased. In addition, we could identify four gendered motivational orientations towards work and education after the transition from secondary education: those interested in income (more males), those looking for future prospects, those combining work and family (more females), and those interested in society (more females). Recently, we have developed an intervention programme to promote interest and pathways towards STEM, which I will present as a way to bridge the transition from secondary to further education in STEM
Biology · Competition (biology · Context (archaeology · Expectancy theory · Geography · Higher education · Mathematics education · Political science · Secondary education · Transition (genetics · Career Development and Diversity · Chemistry · Education, Achievement, and Giftedness · Psychological and Temporal Perspectives Research · Psychology · Social Psychology
Gender disparities in higher education
STEM and gender gap
Probing the Interplay Among Gratitude, Motivation to Learn Science and General Well‐Being in STEM Students
Exploring interconnections between communicative activities, situational stress reactions and cognitive engagement in undergraduate mathematics lesson
Comparing the effectiveness of video and stereoscopic 360° virtual reality‐supported instruction in high school biology courses
Real-Time Processes of Career Goal Construction
Killing the cats or satisfying the human? The role of epistemic curiosity in adolescents’ multidimensional well-being
Expectancy-Value-Cost Model of Motivation
Handbook of Motivation at School
Handbook of Motivation at School
Patterns of motivation beliefs
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM)
The Schoolwork Engagement Inventory
Changes in Children’s Self-Competence and Values
School Burnout Inventory (SBI)
Negative Effects of Traditional Middle Schools on Students' Motivation
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
Who Took the “×” out of Expectancy-Value Theory?
Between- and within-domain relations of academic motivation among middle and high school students
School context, achievement motivation, and academic engagement
Task values, achievement goals, and interest
Motivational Beliefs, Values, and Goals
Expectancy–Value Theory of Achievement Motivation
Probing for the multiplicative term in modern expectancy–value theory
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
Identity profiles and digital engagement among Finnish high school students
Motivational pathways to STEM career choices
Burnout among high school students
Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors
Achievement, motivation, and educational choices
Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland
Development during adolescence
Understanding Women's Educational And Occupational Choices
Learning Science
| Unique citing works | 7 |
|---|---|
| Citations per year | 1.75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |