Investigation of STEM fields motivation among female students in science education colleges

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INTERNATIONAL JOURNAL OF STEM EDUCATION, vol.9, no.1, 2022 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 9 Issue: 1
  • Publication Date: 2022
  • Doi Number: 10.1186/s40594-022-00326-2
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Keywords: Science education, STEM, Female and STEM, Motivation, Expectancy-Value Theory, Descriptive survey model, EXPECTANCY-VALUE THEORY, ACHIEVEMENT, CAREER, MATHEMATICS, CHOICES, MODEL, ADOLESCENTS, INQUIRY, PARENTS, GENDER
  • Yozgat Bozok University Affiliated: Yes


Background The expectancy-value theory that constitutes the theoretical background of this study on motivation provides a strong framework for cognitive development, as it includes most of the beliefs, values, and goal variables found in various theories on motivation. Besides, this theory focuses directly on how different socializers such as parents and teachers influence the students' development of motivation. Strong motivation of teachers towards STEM fields is important both in terms of performing STEM activities in their own classrooms and motivating their students to STEM fields. The context and purpose of the study Our current research examines the motivation of female students in science education college towards their STEM fields according to certain demographic properties. Three-quarters of the students enrolled in science education colleges in Turkey are women who are under-represented in STEM fields. Determining the motivation of female science education college students towards STEM fields can be considered a long-term, sustainable, and pervasive effect, as they are the potential STEM educators of the future. Results As a result of the study, it was determined that the motivation of female science education college (university) students towards STEM fields did not differ according to grade level, type of high school they graduated from, and family income. However, motivation towards STEM fields did differ according to variables of "having received STEM training", "having participated in STEM activities", "having (or not having) a role model working in a STEM field" and, "father education-level". Conclusions The results obtained from this study are valuable for the design of possible intervention studies in the future. For example, designing role model interventions, incorporating STEM training into education college programs, and organizing more STEM activities within education college programs are considered to be important steps to increase the motivation of female science education college students. Increasing the motivation of prospective science teacher candidates towards STEM fields with various interventions has indirect importance for them to motivate their students to consider STEM fields in their future professional lives.