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Download full textGao, Yannan; Dicke, Anna-Lena; Safavian, Nayssan; Eccles, Jacquelynne – Grantee Submission, 2020
As the first impressions, introductory courses in college play an influential role in students' decision to persist in science majors. We use students' open-ended explanations to understand how students make persistence decisions at the end of their introductory courses, based on Eccles' Expectancy-Value (E-V) Theory. Participants (N = 2737; 45.6%…
Descriptors: Undergraduate Students, Student Attitudes, Majors (Students), Science Education
Gao, Yannan; Dicke, Anna-Lena; Safavian, Nayssan; Eccles, Jacquelynne – Grantee Submission, 2021
College Introductory STEM courses impact students' persistence. Guided by Eccles' Expectancy-Value (EV) theory, we examined undergraduates' open-ended explanations for major persistence plans. Students (N=2,737; 45.6% women; 16.4% White, 22.6% Latino/a, 46.5% Asian, 14.5% other; 43% 1st-generation college-going students) reported certainty in…
Descriptors: Undergraduate Students, First Generation College Students, Majors (Students), Student Attitudes
Safavian, Nayssan; Dicke, Anna-Lena; Gao, Yannan; Eccles, Jacquelynne – Grantee Submission, 2021
To better understand underrepresented undergraduates' motivation for pursuing their major, we examined undergraduates' articulated explanations for their major choice and its association with their motivational beliefs within an introductory chemistry course. Students' (n=503, 68% female, 56% First-Generation College-Going, 34% Hispanic)…
Descriptors: Undergraduate Students, Disproportionate Representation, Majors (Students), Chemistry
