Skip to main content
SpringerLink
Log in
Book cover

Understanding Student Participation and Choice in Science and Technology Education pp 63–88Cite as

Attitudes, Interest and Factors Influencing STEM Enrolment Behaviour: An Overview of Relevant Literature

  • Chapter
  • First Online:

Abstract

Post-compulsory participation in science, technology, engineering and mathematics (STEM) education is an ongoing international concern and forms a key motivation underpinning the Interests and Recruitment in Science (IRIS) research project. In this chapter, we draw upon the extensive research base connected to this issue in order to draw out and reflect upon some of the factors influencing STEM enrolment behaviour, paying particular attention to issues of gender imbalance in STEM study. In the first half of the chapter, we focus on theoretic models of choice, calling attention to research on attitudes to science, which is considered closely related to post-compulsory subject choice. We also acknowledge work that draws upon psychological constructs related to identity and interest, which also may inform understanding of STEM participation. In addition, the complexity of the issues surrounding and underpinning STEM enrolment is, we believe, highlighted by the relatively limited number of models of enrolment behaviour that integrate results from a range of research. Following this reflection, the remainder of the chapter is devoted to outlining a number of factors which have been identified by multiple research studies as influencing STEM choice, namely: age, attainment, teaching and learning, school type, influential individuals (parents and teachers), and images of science and scientists. We finish by reflecting on the influence of gender on subject choice, given the IRIS study’s particular concern with this issue.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Adamuti‐Trache, M., & Andres, L. (2008). Embarking on and persisting in scientific fields of study: Cultural capital, gender, and curriculum along the science pipeline. International Journal of Science Education, 30(12), 1557–1584.

    Google Scholar 

  • Aikenhead, G. S. (2001). Students’ ease in crossing cultural borders into school science. Science Education, 85(2), 180–188.

    Google Scholar 

  • Ainley, M. (2007). Being and feeling interested: Transient state, mood, and disposition. In P. A. Schutz & R. Pekrun (Eds.), Emotions in education. New York: Elsevier.

    Google Scholar 

  • Ainley, M., & Ainley, J. (2011a). A cultural perspective on the structure of student interest in science. International Journal of Science Education, 33(1), 51–71.

    Google Scholar 

  • Ainley, M., & Ainley, J. (2011b). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about sciences. Contemporary Educational Psychology, 36(1), 4–12.

    Google Scholar 

  • Ainley, J., Kos, J., & Nicolas, M. (2008). Participation in science, mathematics and technology in Australian education. Camberwell: Australian Council of Educational Research (ACER).

    Google Scholar 

  • Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52, 27–58.

    Google Scholar 

  • Allport, G. W. (1946). Effect: A secondary principle of learning. Psychological Review, 53(6), 335–347.

    Google Scholar 

  • Archer, L., Hollingworth, S., & Halsall, A. (2007). ‘University’s not for me – I’m a Nike person’: Urban, working-class young people’s negotiations of ‘style’, identity and education. Sociology, 41, 219–237.

    Google Scholar 

  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617–639.

    Google Scholar 

  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908.

    Google Scholar 

  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2013). ‘Not girly, not sexy, not glamorous’: Primary school girls’ and parents’ constructions of science aspirations. Pedagogy, Culture & Society, 21(1), 171–194.

    Google Scholar 

  • Archer, L., DeWitt, J., & Wong, B. (2014). Spheres of influence: What shapes young people’s aspirations at age 12/13 and what are the implications for education policy? Journal of Education Policy, 29(1), 58–85.

    Google Scholar 

  • Atherton, G., Cymbir, E., Roberts, K., Page, L., & Remedios, R. (2009). How young people formulate their views about the future. London: Department for Children, Schools and Families.

    Google Scholar 

  • Ayalon, H. (1995). Math as a gatekeeper: Ethnic and gender inequality in course taking of the sciences in Israel. American Journal of Education, 104(1), 34–56.

    Google Scholar 

  • Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3–27.

    Google Scholar 

  • Ball, S. J., Maguire, M., & Macrae, S. (2000). Choice, pathways and transitions post-16. New youth, new economies in the global city. London: Routledge Falmer.

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075–1093.

    Google Scholar 

  • Barnes, G., McInerney, D. M., & Marsh, H. W. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. The Australian Educational Researcher, 32(2), 1–23.

    Google Scholar 

  • Bell, J.F. (2001). Patterns of subject uptake and examination entry 1984–1997. Educational Studies, 27(2), 201–219.

    Google Scholar 

  • Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31(14), 1975–1998.

    Google Scholar 

  • Bennett, J., Lubben, F., & Hampden-Thompson, G. (2013). Schools that make a difference to post-compulsory uptake of physical science subjects: Some comparative case studies in England. International Journal of Science Education, 35(4), 663–689.

    Google Scholar 

  • Blenkinsop, S., McCrone, T., Wade, P., & Morris, M. (2006). How do young people make choices at 14 and 16? Slough: National Foundation for Educational Research.

    Google Scholar 

  • Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369–386.

    Google Scholar 

  • Bøe, M. V., & Henriksen, E. K. (2013). Love it or Leave it: Norwegian students’ motivations and expectations for postcompulsory physics. Science Education, 97(4), 550–573.

    Google Scholar 

  • Bøe, M. V., Henriksen, E. K., Lyons, T., & Schreiner, C. (2011). Participation in science and technology: Young people’s achievement‐related choices in late‐modern societies. Studies in Science Education, 47(1), 37–72.

    Google Scholar 

  • Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955–970.

    Google Scholar 

  • Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971–1002.

    Google Scholar 

  • Buccheri, G., Gürber, N. A., & Brühwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178.

    Google Scholar 

  • Buck, G. A., Plano Clark, V. L., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92(4), 688–707.

    Google Scholar 

  • Bull, A., Gilbert, J., Barwick, H., Hipkins, R., & Baker, R. (2010). Inspired by science: A paper commissioned by the Royal Society and the Prime Minister’s Chief Science Advisor. Wellington: New Zealand Council for Educational Research.

    Google Scholar 

  • Burton, L. (1990). Gender and mathematics: An international perspective. London: Cassell Educational.

    Google Scholar 

  • Byrne, E. (1993). Women and science: The snark syndrome. Bristol: Falmer Press.

    Google Scholar 

  • Calabrese Barton, A. (1998). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35(4), 379–394.

    Google Scholar 

  • Calabrese Barton, A., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50–73.

    Google Scholar 

  • Carlone, H. B. (2003). (Re)producing good science students: Girls’ participation in high school physics. Journal of Women and Minorities in Science and Engineering, 9(1), 17–34.

    Google Scholar 

  • Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls’ access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392–414.

    Google Scholar 

  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.

    Google Scholar 

  • Cerini, B., Murray, I., & Reiss, M. (2004). Student review of the science curriculum. London: Planet Science.

    Google Scholar 

  • Cerinsek, G., Hribar, T., Glodez, N., & Dolinsek, S. (2013). Which are my future career priorities and what influenced my choice of studying science, technology, engineering or mathematics? Some insights on educational choice – case of Slovenia. International Journal of Science Education, 35(17), 2999–3025.

    Google Scholar 

  • Cleaves, A. (2005). The formation of science choices in secondary school. International Journal of Science Education, 27(4), 471–386.

    Google Scholar 

  • Colley, A., & Comber, C. (2003). School subject preferences: Age and gender differences revisited. Educational Studies, 29(1), 59–67.

    Google Scholar 

  • Cȏté, J. E., & Levine, C. G. (2002). Identity formation, agency, and culture: A social psychological synthesis. New York: Psychology Press.

    Google Scholar 

  • Crano, W. D., & Prislin, R. (2006). Attitudes and persuasion. Annual Review of Psychology, 57, 345–374.

    Google Scholar 

  • Dalgety, J., & Coll, R. K. (2004). The influence of normative beliefs on students’ enrolment choices. Research in Science & Technological Education, 22(1), 59–80.

    Google Scholar 

  • Dalgety, J., Coll, R. K., & Jones, A. (2003). The development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ). Journal of Research in Science Teaching, 40(5), 649–668.

    Google Scholar 

  • Davies, P., Telhaj, S., Hutton, D., Adnett, N., & Coe, R. (2008). Socioeconomic background, gender and subject choice in secondary schooling. Educational Research, 50(3), 235–248.

    Google Scholar 

  • DeWitt, J., Archer, L., & Osborne, J. (2013a). Nerdy, brainy and normal: Children’s and parents’ constructions of those who are highly engaged with science. Research in Science Education, 43(4), 1455–1476.

    Google Scholar 

  • DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. (2013b). Young children’s aspirations in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35(6), 1037–1063.

    Google Scholar 

  • DeWitt, J., Archer, L., & Osborne, J. (2014). Science-related aspirations across the primary–secondary divide: Evidence from two surveys in England. International Journal of Science Education. doi:10.1080/09500693.2013.871659.

    Google Scholar 

  • Ehle, M. J. (1989). Self-perception and learning. Education and Society, 7(1), 46–51.

    Google Scholar 

  • European Commission. (2010). Europe 2020. A European strategy for smart, sustainable and inclusive growth. Brussels: European Commission.

    Google Scholar 

  • Eurydice. (2012). Key data on education in Europe 2012. Brussels: Eurydice.

    Google Scholar 

  • Fensham, P. J. (2008). Science education policy-making: Eleven emerging issues. Paris: UNESCO.

    Google Scholar 

  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading: Addison-Wesley Publishing Company.

    Google Scholar 

  • Fouad, N. A. (1995). Career linking: An intervention to promote math and science career awareness. Journal of Counseling & Development, 73(5), 527–534.

    Google Scholar 

  • Francis, B. (2000). The gendered subject: Students’ subject preferences and discussions of gender and subject ability. Oxford Review of Education, 26(1), 35–48.

    Google Scholar 

  • Francis, B., Hutchings, M., Archer, L., & Melling, L. (2003). Subject choice and occupational aspirations among pupils at girls’ schools. Pedagogy, Culture & Society, 11(3), 425–442.

    Google Scholar 

  • Gainor, K. A., & Lent, R. W. (1998). Social cognitive expectations and racial identity attitudes in predicting the math choice intentions of Black college students. Journal of Counseling Psychology, 45, 403–413.

    Google Scholar 

  • Gardner, P. L. (1975). Attitudes to science: A review. Studies in Science Education, 2(1), 1–41.

    Google Scholar 

  • George, R. (2006). A cross‐domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571–589.

    Google Scholar 

  • Gill, T., & Bell, J. F. (2013). What factors determine the uptake of A-level physics? International Journal of Science Education, 35(5), 753–772.

    Google Scholar 

  • Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

    Google Scholar 

  • Greenfield, T. A. (1997). Gender- and grade-level differences in science interest and participation. Science Education, 81(3), 259–276.

    Google Scholar 

  • Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8(1), 1–51.

    Google Scholar 

  • Hampden-Thompson, G., & Bennett, J. (2013). Science teaching and learning activities and students’ engagement in science. International Journal of Science Education, 35(8), 1325–1343.

    Google Scholar 

  • Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599.

    Google Scholar 

  • Harding, S. (1998). Women, science, and society. Science, 281(5383), 1599–1600.

    Google Scholar 

  • Haste, H. (2004). Science in my future: A study of the values and beliefs in relation to science and technology amongst 11–21 year olds. London: Nestle Social Research Programme.

    Google Scholar 

  • Haussler, P., & Hoffman, L. (2002). An intervention study to enhance girls’ interest, self-concept, and achievement in physics classes. Journal of Research in Science Teaching, 39(9), 870–888.

    Google Scholar 

  • Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003.

    Google Scholar 

  • Head, J. (1979). Personality and the pursuit of science. Studies in Science Education, 6(1), 23–44.

    Google Scholar 

  • Heilbronner, N. N. (2011). Stepping onto the STEM pathway: Factors affecting talented students’ declaration of STEM majors in college. Journal for the Education of the Gifted, 34, 876–899.

    Google Scholar 

  • Hernandez‐Martinez, P., Black, L., Williams, J., Davis, P., Pampaka, M., & Wake, G. (2008). Mathematics students’ aspirations for higher education: Class, ethnicity, gender and interpretative repertoire styles. Research Papers in Education, 23(2), 153–165.

    Google Scholar 

  • Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571.

    Google Scholar 

  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

    Google Scholar 

  • Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). To choose or not to choose Science: Constructions of desirable identities among young people considering a STEM higher education programme. International Journal of Science Education, 36(2), 186–215.

    Google Scholar 

  • Homer, M., Ryder, J., & Donnelly, J. (2013). Sources of differential participation rates in school science: The impact of curriculum reform. British Educational Research Journal, 39(2), 248–265.

    Google Scholar 

  • Hyde, J. S., & Linn, M. C. (2006). Gender similarities in mathematics and science. Science, 314(5799), 599–600.

    Google Scholar 

  • Jenkins, E. W. (2006). Student opinion in England about science and technology. Research in Science & Technological Education, 24(1), 59–68.

    Google Scholar 

  • Jenkins, E. W., & Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41–57.

    Google Scholar 

  • Jensen, F., & Sjaastad, J. (2013). A Norwegian out-of-school mathematics project’s influence on secondary students’ STEM motivation. International Journal of Science and Mathematics Education. Published online March 2013 11(6):1437–1461.

    Google Scholar 

  • Jones, G., Howe, A., & Rua, M. (2000). Gender differences in students’ experiences, interests, and attitudes towards science and scientists. Science Education, 84(2), 180–192.

    Google Scholar 

  • Kaya, S., & Rice, D. C. (2010). Multilevel effects of student and classroom factors on elementary science achievement in five countries. International Journal of Science Education, 32(10), 1337–1363.

    Google Scholar 

  • Kelly, A. (1988). Getting the GIST: A quantitative study of the effects of the girls into science and technology project. Manchester: University of Manchester.

    Google Scholar 

  • Khoo, S. T., & Ainley, J. (2005). Attitudes, intentions and participation (Research Report 41). Camberwell: Australian Council for Educational Research.

    Google Scholar 

  • Kind, P. M., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 27(7), 871–893.

    Google Scholar 

  • Krapp, A. (2002). An educational-psychological theory of interest and its relation to self-determination theory. In E. Deci & R. Ryan (Eds.), The handbook of self-determination research (pp. 405–427). Rochester: University of Rochester Press.

    Google Scholar 

  • Krapp, A. (2003). Interest and human development: An educational-psychological perspective. British Journal of Educational Psychology, Monograph Series II (2) Development and Motivation: Joint Perspectives, 57–84.

    Google Scholar 

  • Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.

    Google Scholar 

  • Krogh, L. B., & Thomsen, P. V. (2005). Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: Border crossing into the physics classroom. International Journal of Science Education, 27(3), 281–302.

    Google Scholar 

  • Lamb, S., & Ball, K. (1999). Curriculum and careers: the education and labour market consequences of year 12 subject choice. LSAY Research Reports. Longitudinal Surveys of Australian Youth Research Report; n. 12.

    Google Scholar 

  • Lawler, S. (2008). Identity: Sociological perspectives. Cambridge: Polity Press.

    Google Scholar 

  • Lemon, N. (1973). Attitudes and their measurement. London: B.T. Batsford Ltd.

    Google Scholar 

  • Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1993). Predicting mathematics-related choice and success behaviors: Test of an expanded social cognitive model. Journal of Vocational Behavior, 42, 223–236.

    Google Scholar 

  • Lent, R. W., Lopez, A. M., Lopez, F. G., & Sheu, H. (2008). Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines. Journal of Vocational Behavior, 73, 52–62.

    Google Scholar 

  • Lent, R. W., Sheu, H., Gloster, C. S., & Wilkins, G. (2010). Longitudinal test of the social cognitive model of choice in engineering students at historically Black universities. Journal of Vocational Behavior, 76, 387–394.

    Google Scholar 

  • Lindahl, B. (2007, April). A longitudinal study of students’ attitudes towards science and choice of career. Paper presented at annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

    Google Scholar 

  • Lyons, T. (2006). The puzzle of falling enrolments in physics and chemistry courses: Putting some pieces together. Research in Science Education, 36(3), 285–311.

    Google Scholar 

  • Lyons, T., & Quinn, F. (2010, November 26–27). Looking back: Students’ perceptions of the relative enjoyment of primary and secondary school science. Paper presented at the STEM in education conference, Queensland University of Technology, Brisbane, Australia.

    Google Scholar 

  • Malone, J. A., & Cavanagh, R. F. (1997). The influence of students’ cognitive preferences on the selection of science and mathematics subjects. International Journal of Science Education, 19(4), 481–490.

    Google Scholar 

  • Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685.

    Google Scholar 

  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907.

    Google Scholar 

  • Masnick, A. M., Valenti, S. S., Cox, B. D., & Osman, C. J. (2010). A multidimensional scaling analysis of students’ attitudes about science careers. International Journal of Science Education, 32(5), 653–667.

    Google Scholar 

  • McEwen, A., Knipe, D., & Gallagher, T. (1997). Science and arts choices at A-level in Northern Ireland: A ten-year perspective. International Journal of Science Education, 19, 761–771.

    Google Scholar 

  • Mead, M., & Metraux, R. (1957). Image of the scientist among high-school students. Science, 126(3270), 384–390.

    Google Scholar 

  • Mendick, H. (2005). Mathematical stories: Why do more boys than girls choose to study mathematics at AS‐level in England? British Journal of Sociology of Education, 26(2), 235–251.

    Google Scholar 

  • Millar, R., & Osborne, J. (2001). Beyond 2000: Science education for the future. London: King’s College London.

    Google Scholar 

  • Mujtaba, T., & Reiss, M. J. (2012). What sort of girl wants to study physics after the age of 16? Findings from a large-scale UK survey. International Journal of Science Education, 35(7), 2979–2998.

    Google Scholar 

  • Munby, H. (1982). The impropriety of “panel of judges” validation in science attitude scales: A research comment. Journal of Research in Science Teaching, 19(7), 617–619.

    Google Scholar 

  • Munro, M., & Elsom, D. (2000). Choosing science at 16: The influence of science teachers and careers advisers on students’ decisions about science subjects and science and technology careers. Cambridge: National Institute for Careers Education and Counseling (NICEC).

    Google Scholar 

  • Murphy, C., & Begg, J. (2005). Primary science in the UK: A scoping study: Final report to the Wellcome Trust. London: Wellcome Trust.

    Google Scholar 

  • Murphy, P., & Whitelegg, E. (2006). Girls in the physics classroom: A review of the research on the participation of girls in physics. London: Institute of Physics.

    Google Scholar 

  • National Academy of Sciences. (2005). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academy of Sciences: Committee on Science Engineering and Public Policy.

    Google Scholar 

  • National Foundation for Educational Research (NFER). (2011). Exploring young people’s views on science education. Slough: NFER.

    Google Scholar 

  • Neuschmidt, O., Barth, J., & Hastedt, D. (2008). Trends in gender differences in mathematics and science (TIMSS 1995–2003). Studies in Educational Evaluation, 34(2), 56–72.

    Google Scholar 

  • OECD. (1997). Promoting public understanding of science and technology. Paris: OECD.

    Google Scholar 

  • Ofsted. (2011). The annual report of Her Majesty’s Chief Inspector of education, children’s services and skills. Norwich: Ofsted.

    Google Scholar 

  • Olsen, R. V., & Lie, S. (2011). Profiles of students’ interest in science issues around the world: Analysis of data from PISA 2006. International Journal of Science Education, 33(1), 97–120.

    Google Scholar 

  • Olsen, R. V., Prenzel, M., & Martin, R. (2011). Interest in science: A many‐faceted picture painted by data from the OECD PISA study. International Journal of Science Education, 33(1), 1–6.

    Google Scholar 

  • Olszewski-Kubilius, P., & Yasumoto, J. (1994). Factors affecting the academic choices of academically talented adolescents. Talent Development, 2, 393–398.

    Google Scholar 

  • Ormerod, B., & Duckworth, D. (1975). Pupils’ attitudes to science: A review of research. Berkshire: NFER Publishing Company.

    Google Scholar 

  • Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum. International Journal of Science Education, 23(5), 441–467.

    Google Scholar 

  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.

    Google Scholar 

  • Pike, A. G., & Dunne, M. (2011). Student reflections on choosing to study science post-16. Cultural Studies of Science Education, 6(2), 485–500.

    Google Scholar 

  • Ramsden, J. M. (1998). Mission impossible? Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125–137.

    Google Scholar 

  • Raved, L., & Assaraf, O. B. Z. (2011). Attitudes towards science learning among 10th‐grade students: A qualitative look. International Journal of Science Education, 33(9), 1219–1243.

    Google Scholar 

  • Regan, E. M., & Childs, P. E. (2003). An investigation of Irish students’ attitudes to chemistry: The promotion of chemistry in school project. Chemistry Education: Research and Practice, 4(1), 43–51.

    Google Scholar 

  • Reid, N. (2006). Thoughts on attitude measurement. Research in Science & Technological Education, 24(1), 3–27.

    Google Scholar 

  • Reitz, J. G. (1973). The flight from science reconsidered: Career choice of science and engineering in the 1950s and 1960s. Science Education, 57(2), 121–134.

    Google Scholar 

  • Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualisation, measurement, and generation of interest. Educational Psychologist, 46(3), 168–184.

    Google Scholar 

  • Renninger, K. A., Hidi, S., & Krapp, A. (Eds.). (1992). The role of interest in learning and development. Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Roth, W.-M., & Tobin, K. (2007). Aporias of identity in science: An introduction. In W.-M. Roth & K. Tobin (Eds.), Science, learning, identity: Sociocultural and cultural-historical perspectives. Rotterdam: Sense Publishers.

    Google Scholar 

  • Sadler, D. R. (2002). Interdisciplinarity in university teaching and research. Brisbane: Griffith Institute for Higher Education.

    Google Scholar 

  • Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411–427.

    Google Scholar 

  • Salmi, H. (2002). Factors affecting students’ choice of academic studies: The motivation created by informal learning (Publication no. http://www.heureka.fi/portal/englanti/about_heureka/research/factors_affecting_students%60_choice_of_academic_studies_the_motivation_created_by_informal_learning._/).

  • Scantlebury, K., & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. Abell & N. N. Lederman (Eds.), Handbook of research on science education (pp. 257–286). Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Schibeci, R. A. (1984). Attitudes to science: An update. Studies in Science Education, 11, 26–59.

    Google Scholar 

  • Schibeci, R. A. (1986). Images of science and scientists and science education. Science Education, 70(2), 139–149.

    Google Scholar 

  • Schreiner, C., & Sjoberg, S. (2007). Science education and youth’s identity construction – Two incompatible projects? In C. Corrigan, J. Dillon, & R. Gunstone (Eds.), The re-emergence of values in the science curriculum. Rotterdam: Sense Publishers.

    Google Scholar 

  • Shanahan, M. C. (2009). Identity in science learning: Exploring the attention given to agency and structure in studies of identity. Studies in Science Education, 45(1), 43–64.

    Google Scholar 

  • Sikora, J., & Pokropek, A. (2012). Gender segregation of adolescent science career plans in 50 countries. Science Education, 96(2), 234–264.

    Google Scholar 

  • Silvia, P. J. (2006). Exploring the psychology of interest. New York: Oxford University Press.

    Google Scholar 

  • Sjaastad, J. (2012). Sources of inspiration: The role of significant persons in young people’s choice of science in higher education. International Journal of Science Education, 34(10), 1615–1636.

    Google Scholar 

  • Sjoberg, S. (2002). Science and technology education in Europe: Current challenges and possible solutions. Connect : UNESCO international science, technology and environmental education newsletter, 27, 1–5.

    Google Scholar 

  • Sjoberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE (the Relevance of Science Education). Asia-Pacific Forum on Science Learning and Teaching, 6(2), 1–17.

    Google Scholar 

  • Skelton, C. (2010). Gender and achievement: Are girls the “success stories” of restructured education systems? Educational Review, 62(2), 131–142.

    Google Scholar 

  • Skelton, C., Francis, B., & Read, B. (2010). “Brains before ‘beauty’?” High achieving girls, school and gender identities. Educational Studies, 36(2), 185–194.

    Google Scholar 

  • Skryabina, E. (2000). Student attitudes to learning physics at school and university levels in Scotland. Ph.D. thesis. Glasgow: University of Glasgow.

    Google Scholar 

  • Smith, E. (2010a). Do we need more scientists? A long‐term view of patterns of participation in UK undergraduate science programmes. Cambridge Journal of Education, 40(3), 281–298.

    Google Scholar 

  • Smith, E. (2010b). Is there a crisis in school science education in the UK? Educational Review, 62(2), 189–202.

    Google Scholar 

  • Smith, E., & Gorard, S. (2011). Is there a shortage of scientists? A re-analysis of supply for the UK. British Journal of Educational Studies, 59(2), 159–177.

    Google Scholar 

  • Smyth, E., & Darmody, M. (2009). ‘Man enough to do it’? Girls and non‐traditional subjects in lower secondary education. Gender and Education, 21(3), 273–292.

    Google Scholar 

  • Smyth, E., & Hannan, C. (2002). Who chooses science? Subject choice in second-level schools. Dublin: Liffey Press/ESRI.

    Google Scholar 

  • Solomon, J. (1997). Girls’ science education: Choice, solidarity and culture. International Journal of Science Education, 19(4), 407–417.

    Google Scholar 

  • Stagg, P. (2007). Careers from science: An investigation for the Science Education Forum. Warwick: Centre for Education and Industry (CEI).

    Google Scholar 

  • Steinke, J., Applegate, B., Lapinski, M., Ryan, L., & Long, M. (2012). Gender differences in adolescents’ wishful identification with scientist characters on television. Science Communication, 34(2), 163–199.

    Google Scholar 

  • Stokking, K. M. (2000). Predicting the choice of physics in secondary education. International Journal of Science Education, 22(12), 1261–1283.

    Google Scholar 

  • Taconis, R., & Kessels, U. (2009). How choosing science depends on students’ individual fit to ‘science culture’. International Journal of Science Education, 31(8), 1115–1132.

    Google Scholar 

  • Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006a). Planning early for careers in science. Science, 312, 1143–1144.

    Google Scholar 

  • Tai, R. H., Sadler, P. M., & Mintzes, J. J. (2006b). Factors influencing college science success. Journal of College Science Teaching, 36(1), 52–66.

    Google Scholar 

  • The Task Force on the Physical Sciences. (2002). Report and recommendations. Dublin: The Task Force on the Physical Sciences.

    Google Scholar 

  • Thomson, S. (2008). Examining the evidence from TIMSS: Gender differences in year 8 science achievement in Australia. Studies in Educational Evaluation, 34(2), 73–81.

    Google Scholar 

  • Thomson, S., & De Bortoli, L. (2008). Exploring scientific literacy: How Australia measures up. The PISA 2006 survey of students’ scientific, reading and mathematical literacy skills. Australian Council for Educational Research: Melbourne.

    Google Scholar 

  • Treasury, H. M. (2006). Science and innovation investment framework: Next steps. London: HMSO.

    Google Scholar 

  • Tripney, J., Newman, M., Bangpan, M., Niza, C., Mackintosh, M., & Sinclair, J. (2010). Subject choice in STEM: Factors influencing young people (aged 14–19) in education about STEM subject choices: A systematic review of the UK literature. London: EPPI.

    Google Scholar 

  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). Dordrecht: Springer.

    Google Scholar 

  • Uerz, D., Dekkers, H., & Dronkers, J. (1999). Wiskunde en Taalvaardigheid als Voorspeller van B-Keuzen in her Voortgezet Onderwijs [Mathematics and language ability as predictors of science choices in secondary education]. Pedagogische Studieën, 76, 170–182.

    Google Scholar 

  • Ulriksen, L., Madsen, L. M., & Holmegaard, H. T. (2010). What do we know about explanations for drop out/opt out among young people from STM higher education programmes? Studies in Science Education, 46(2), 209–244.

    Google Scholar 

  • Ventura, F. (1992). Gender, science choice and achievement: A Maltese perspective. International Journal of Science Education, 14(4), 445–461.

    Google Scholar 

  • Venville, G., Rennie, L., Hanbury, C., & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education, 43(6), 2207–2233.

    Google Scholar 

  • Vidal Rodeiro, C. L. (2007). A level subject choice in England: Patterns of uptake and factors affecting subject preferences. Cambridge: University of Cambridge: Local Examinations Syndicate.

    Google Scholar 

  • Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081–1121.

    Google Scholar 

  • Warton, P. M. (1997, April). Motivational goals, information sources and subject choice in adolescence. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Washington, DC.

    Google Scholar 

  • Warton, P. M., & Cooney, G. H. (1997). Information and choice of subjects in the senior school. British Journal of Guidance & Counselling, 25(3), 389–397.

    Google Scholar 

  • Watt, H. (2005). Exploring adolescent motivations for pursuing maths-related careers. Australian Journal of Educational and Developmental Psychology, 5, 107–116.

    Google Scholar 

  • Whitehead, J. M. (1996). Sex stereotypes, gender identity and subject choice at A-level. Educational Research, 38(2), 147–160.

    Google Scholar 

  • Wikeley, F., & Stables, A. (1999). Changes in school students’ approaches to subject option choices: A study of pupils in the West of England in 1984 and 1996. Educational Research, 41(3), 287–299.

    Google Scholar 

  • Wong, B. (2012). Identifying with science: A case study of two 13-year-old ‘high achieving working class’ British Asian girls. International Journal of Science Education, 34(1), 43–65.

    Google Scholar 

  • Woolnough, B. E. (1994). Factors affecting students’ choice of science and engineering. International Journal of Science Education, 16(6), 659–676.

    Google Scholar 

  • Xu, J., Coats, L. T., & Davidson, M. L. (2011). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49(1), 124–154.

    Google Scholar 

  • Yazilitas, D., Svensson, J., de Vries, G., & Saharso, S. (2013). Gendered study choice: A literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology. Educational Research and Evaluation, 19(6), 525–545.

    Google Scholar 

  • Zeyer, A., & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science? International Journal of Science Education, 32(16), 2217–2233.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education and Professional Studies, King’s College London, Waterloo Bridge Wing, Franklin-Wilkins Building, Waterloo Road, London, SE1 9NH, UK

    Elaine Regan & Jennifer DeWitt

Authors
  1. Elaine Regan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jennifer DeWitt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elaine Regan .

Editor information

Editors and Affiliations

  1. Department of Physics, University of Oslo, Oslo, Norway

    Ellen Karoline Henriksen

  2. Department of Education and Professional Studies, King's College London, London, United Kingdom

    Justin Dillon

  3. School of Education, University of Leeds, Leeds, United Kingdom

    Jim Ryder

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Regan, E., DeWitt, J. (2015). Attitudes, Interest and Factors Influencing STEM Enrolment Behaviour: An Overview of Relevant Literature. In: Henriksen, E., Dillon, J., Ryder, J. (eds) Understanding Student Participation and Choice in Science and Technology Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7793-4_5

Download citation

Publish with us

Policies and ethics

Search

Navigation