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The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs

Author

Listed:
  • Emine Ozturk
  • Mengya Zhao
  • Angelina Joy
  • Christina S Marlow
  • Fidelia Law
  • Ashley R Deutsch
  • Channing J Mathews
  • Adam J Hoffman
  • Luke McGuire
  • Mark Winterbottom
  • Frances Balkwill
  • Karen Burns
  • Laurence Butler
  • Marc Drews
  • Grace Fields
  • Hannah Smith
  • Adam Rutland
  • Adam Hartstone-Rose
  • Kelly Lynn Mulvey

Abstract

Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents’ expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents’ utility values. The findings suggest that parents’ math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.

Suggested Citation

  • Emine Ozturk & Mengya Zhao & Angelina Joy & Christina S Marlow & Fidelia Law & Ashley R Deutsch & Channing J Mathews & Adam J Hoffman & Luke McGuire & Mark Winterbottom & Frances Balkwill & Karen Burn, 2024. "The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs," PLOS ONE, Public Library of Science, vol. 19(4), pages 1-24, April.
    • Handle: RePEc:plo:pone00:0294276
    DOI: 10.1371/journal.pone.0294276
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    References listed on IDEAS

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    1. Lina Anaya & Frank Stafford & Gema Zamarro, 2022. "Gender gaps in math performance, perceived mathematical ability and college STEM education: the role of parental occupation," Education Economics, Taylor & Francis Journals, vol. 30(2), pages 113-128, March.
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