TY - JOUR
T1 - A suite of measures for children’s achievement beliefs in engineering-related activities and skills
AU - Wheeler, Lorey A.
AU - Miller, Cindy
AU - Chen, Donna
AU - Woods, Bobbi
AU - Reisslein, Martin
N1 - Publisher Copyright:
© 2023 SEFI.
PY - 2023
Y1 - 2023
N2 - In the interest of understanding choices related to achievement, persistence, and performance that inform pursuit of careers in science, technology, engineering, and math, the current research pursued a novel approach to asking young children about their beliefs related to engineering. The Engineering-Related Activities and Skills (ERAS) items were developed to use instead of the term ‘engineering’ to measure children’s achievement-related ability beliefs (competence) and subjective task values (importance, interest). A range of methods across three studies were implemented in the development and assessment of evidence related to the internal structure of the ERAS items across the domains of ability beliefs and subjective task values (N = 949 students). Results suggest initial evidence for the ERAS items being valid in measuring children’s perceptions of engineering-related competence, importance, and interest. Theoretical and practical implications related to the factors that influence the academic and career choices in the science, technology, engineering, and math (STEM) fields, as well as future directions are outlined.
AB - In the interest of understanding choices related to achievement, persistence, and performance that inform pursuit of careers in science, technology, engineering, and math, the current research pursued a novel approach to asking young children about their beliefs related to engineering. The Engineering-Related Activities and Skills (ERAS) items were developed to use instead of the term ‘engineering’ to measure children’s achievement-related ability beliefs (competence) and subjective task values (importance, interest). A range of methods across three studies were implemented in the development and assessment of evidence related to the internal structure of the ERAS items across the domains of ability beliefs and subjective task values (N = 949 students). Results suggest initial evidence for the ERAS items being valid in measuring children’s perceptions of engineering-related competence, importance, and interest. Theoretical and practical implications related to the factors that influence the academic and career choices in the science, technology, engineering, and math (STEM) fields, as well as future directions are outlined.
KW - Elementary school
KW - engineering
KW - expectancy-value theory
KW - gender and ethnicity
KW - measure development and invariance
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U2 - 10.1080/03043797.2023.2169600
DO - 10.1080/03043797.2023.2169600
M3 - Article
AN - SCOPUS:85147203620
SN - 0304-3797
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
ER -