How do different factors influence secondary school students' motivation for STEM stubjects?

Abstract

Societal need for capable Science, Technology, Engineering and Mathematics (STEM) workers continue to grow (Xue, 2014). For the Netherlands, this problem starts at the Subject Cluster Choice (SCC) students make in 9th grade of secondary education. Autonomously motivated choices for STEMoriented subject clusters would increase the academic performance of students and their retention when in tertiary education (Ayub, 2010; Ryan & Deci, 1985; Vansteenkiste et al., 2009), thus the overall skills of STEM workers. In reality, there are determinants that influence a student’s choice and motivation. Gaining insight into these determinants is crucial in increasing autonomous motivation among students in STEM. A longitudinal, multiple case study is employed to gain insight into the decision-making process, significant determinants and their influences on the process, and the type of motivation that is present in this process. Four Dutch 9 th grade students were interviewed three times throughout the schoolyear. The interviews provided narratives, one for every student, which show that the decision-making process is continuous. Students’ choices are influenced by parents, peers, the school and future career options. Students that show autonomous motivation base their choice on their career prospects, while controlled motivated students base it on a controlled parenting style. Parenting style and student motivation type can influence each other, often reaching an equilibrium when both are controlled or autonomous. Motivation type can be influenced by new information (either positively or negatively); however, autonomous motivation is more stable than controlled. Students showing autonomous motivation seem more perseverant.