These are the sources and citations used to research Literature review. This bibliography was generated on Cite This For Me on

  • Journal

    Crawford, K., Gordon, S., Nicholas, J. and Prosser, M.

    Qualitatively different experiences of learning mathematics at university

    1998 - Learning and Instruction

    I find that studying mathematics is as interesting as a good novel or movie (one of the items on survey)

    In-text: (Crawford, Gordon, Nicholas and Prosser, 1998)

    Your Bibliography: Crawford, K., Gordon, S., Nicholas, J. and Prosser, M., 1998. Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), pp.455-468.

  • Journal

    DeFraine, W. C., Williams, W. M. and Ceci, S. J.

    Attracting STEM Talent: Do STEM Students Prefer Traditional or Work/Life-Interaction Labs?

    2014 - PLoS ONE

    The demand for employees trained in science, technology, engineering, and mathematics (STEM) fields continues to increase, yet the number of Millennial students pursuing STEM is not keeping pace.

    In-text: (DeFraine, Williams and Ceci, 2014)

    Your Bibliography: DeFraine, W., Williams, W. and Ceci, S., 2014. Attracting STEM Talent: Do STEM Students Prefer Traditional or Work/Life-Interaction Labs?. PLoS ONE, 9(2), p.e89801.

  • Journal

    Eisenkraft, A.

    Competitions to Support STEM

    2012 - Science

    TO PROSPER IN THE GLOBAL ECONOMY, EACH NATION MUST FOCUS ON GROWING ITS NEXT generation of scientists, engineers, and entrepreneurs. Success will require exciting many more young students about science and mathematic

    In-text: (Eisenkraft, 2012)

    Your Bibliography: Eisenkraft, A., 2012. Competitions to Support STEM. Science, 336(6085), pp.1079-1079.

  • Journal

    Ing, M. and Nylund-Gibson, K.

    Linking early science and mathematics attitudes to long-term science, technology, engineering, and mathematics career attainment: latent class analysis with proximal and distal outcomes

    2013 - Educational Research and Evaluation

    Background: For many years now, there have been many job vacancies in science, technology, engineering, and mathematics (STEM), but not enough workers to fill these vacancies. Much attention has been given to understanding and changing this situation in our country. Purpose: The purpose of this study is to address this dilemma by understanding what may be gained by investigating student’s attitudes towards STEM in high school. Specifically, we study the relationship between students’ math attitudes and math self-efficacy beliefs and their career outcomes in STEM. Further, we do this across different English proficiency levels to see if any understanding may be gained by studying these groups differently. Research Design: This study implemented secondary analysis by using a nationally representative sample of U.S. 10th graders from the Education Longitudinal Study. A latent class analysis was used to classify students’ math attitudes and self-efficacy. Results: The results from this study provide empirical support suggesting that across all three English proficiency groups, students with high math attitudes and high math self-efficacy were more likely to have a career in STEM. When examining demographic characteristics, female students were more likely to have lower math attitude and lower math self-efficacy, which helps to explain why there is an underrepresentation of female students in STEM fields. We also found that race/ethnicity and socioeconomic status operated differently for each of the English proficiency groups. Conclusions/Recommendations: This study directly links student math attitudes and self-efficacy to later career choice. This study has implications for researchers and policymakers who are developing interventions, suggesting that fostering positive math attitudes and self-efficacy would help encourage more students to pursue careers in STEM, particularly for non-native English speakers and female students.

    In-text: (Ing and Nylund-Gibson, 2013)

    Your Bibliography: Ing, M. and Nylund-Gibson, K., 2013. Linking early science and mathematics attitudes to long-term science, technology, engineering, and mathematics career attainment: latent class analysis with proximal and distal outcomes. Educational Research and Evaluation, 19(6), pp.510-524.

  • Journal

    Kaldo, I. and Reiska, P.

    Estonian science and non-science students' attitudes towards mathematics at university level

    2012 - Teaching Mathematics and its Applications

    For the past 20 years, most OECD economies have witnessed an increased level of participation in university education, but a declining percentage of students studying science, technology, engineering and mathematics [referred to by the acronym STEM] (OECD, 2006). For example, in the UK, the Roberts Review arose from a concern over the supply of scientists and engineers and its potential impact on future research and development (United Kingdom, 2002). This review argued that there had been ‘a fall in the numbers acquiring physics, mathematics, chemistry and engineering qualifica- tions’ and that this had the potential to limit research, development and innovation

    In-text: (Kaldo and Reiska, 2012)

    Your Bibliography: Kaldo, I. and Reiska, P., 2012. Estonian science and non-science students' attitudes towards mathematics at university level. Teaching Mathematics and its Applications, 31(2), pp.95-105.

  • Journal

    Peters, E., Shoots-Reinhard, B., Tompkins, M. K., Schley, D., Meilleur, L., Sinayev, A., Tusler, M., Wagner, L. and Crocker, J.

    Improving numeracy through values affirmation enhances decision and STEM outcomes

    2017 - PLOS ONE

    Greater numeracy has been correlated with better health and financial outcomes in past studies. Federal and other programs often target mathematics as one important part of Science Technology Engineering and Math (STEM) education that will lead to better jobs, innovation, improved economy, and greater global leadership. (p 1)

    In-text: (Peters et al., 2017)

    Your Bibliography: Peters, E., Shoots-Reinhard, B., Tompkins, M., Schley, D., Meilleur, L., Sinayev, A., Tusler, M., Wagner, L. and Crocker, J., 2017. Improving numeracy through values affirmation enhances decision and STEM outcomes. PLOS ONE, 12(7), p.e0180674.

  • Journal

    Rodriguez, S., Romero-Canyas, R., Downey, G., Mangels, J. A. and Higgins, E. T.

    When School Fits Me: How Fit Between Self-Beliefs and Task Benefits Boosts Math Motivation and Performance

    2013 - Basic and Applied Social Psychology

    Within the science, technology, and quantitative disciplines, mastery of mathematics is essential (p 446)

    In-text: (Rodriguez et al., 2013)

    Your Bibliography: Rodriguez, S., Romero-Canyas, R., Downey, G., Mangels, J. and Higgins, E., 2013. When School Fits Me: How Fit Between Self-Beliefs and Task Benefits Boosts Math Motivation and Performance. Basic and Applied Social Psychology, 35(5), pp.445-466.

  • Govt. publication

    The Royal Society Science Policy Report

    Vision for science and mathematics education

    2014 - Science Policy Centre

    Science and mathematics are central to understanding and interpreting many of the global challenges the world faces, from water, food and energy supply to climate change and population growth. By 2030 we can expect a billion more people to be on this planet, world food requirements will rise by 38%, world water demand will exceed supply by a gap of 40%, and world energy consumption is forecast to increase by 54%. These, together, amount to a perfect storm". (Nurse, in ...) Being educated to a high standard in mathematics and science is likely to maximise young people's chances of success... in an increasingly competitive society (p 17)

    In-text: (The Royal Society Science Policy Report, 2014)

    Your Bibliography: The Royal Society Science Policy Report, 2014. Vision for science and mathematics education. Science Policy Centre.

  • Journal

    Wang, X.

    Why Students Choose STEM Majors

    2013 - American Educational Research Journal

    Results suggest that choosing a STEM major is directly influenced by intent to major in STEM, high school math achievement, and initial postsecondary experiences, such as academic interaction and financial aid receipt. (p 1081)

    In-text: (Wang, 2013)

    Your Bibliography: Wang, X., 2013. Why Students Choose STEM Majors. American Educational Research Journal, 50(5), pp.1081-1121.

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