Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA, Riverbanks Zoo and Gardens, Columbia, SC, USA, Department of Biological Sciences, North Carolina State University , Raleigh, NC,, ThinkTank, Birmingham, UK, University of Exeter, Exeter, Devon, UK, Cornell University School of Industrial and Labor Relations, Cambridge University, Cambridge, Cambridgeshire, UK, Queen Mary University and Centre of the Cell, London, UK, Edventure, Columbia, SD, USA |
| ANO | 2023 |
| TIPO | Artigo |
| PERIÓDICO | Youth and Society |
| ISSN | 0044-118X |
| E-ISSN | 1552-8499 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/0044118x221085296 |
| ADICIONADO EM | 2025-08-18 |
Resumo
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD = 1.71 year) recruited from out-of-school STEM programs in the US and UK. Findings from latent class analyses revealed four clusters, including a 'High Math and Science Motivation and Interpersonal Skills' group, as well as groups that exhibited lower levels of either motivation or interpersonal skills. STEM program belonging, and STEM identity are related to membership in the high motivation and skills cluster. Findings provide insight into factors that may encourage motivation and interpersonal skills in adolescents, preparing them for STEM workforce entry.