@article {1048,
	title = {THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-663},
	abstract = {Learning experiences can affect students{\textquoteright} interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students{\textquoteright} interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students{\textquoteright} ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students{\textquoteright} ISC; FLE and ILE can also indirectly affect students{\textquoteright} ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students{\textquoteright} ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students{\textquoteright} SSE and SCP.},
	keywords = {interest in STEM careers, learning experiences, Social Cognitive Career Theory, STEM careers perceptions, STEM self-efficacy, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.651},
	url = {http://oaji.net/articles/2021/987-1629707739.pdf},
	author = {Ning Wang and Aik-Ling Tan and Wu-Rong Xiao and Feng Zeng and Jiong Xiang and Wei Duan}
}
@article {840,
	title = {ENHANCING VOLUNTEERS{\textquoteright} INTENTION TO ENGAGE IN CITIZEN SCIENCE: THE ROLES OF SELF-EFFICACY, SATISFACTION AND SCIENCE TRUST},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {234-246},
	abstract = {This research was carried out at the Science Volunteer Program 2018, which is run by Taiwan{\textquoteright}s Ministry of Science and Technology. The purpose of the research was to understand the effects of self-efficacy, satisfaction, and science trust on science volunteers{\textquoteright} intention to continue volunteering. The research drew on the Social Cognitive Career Theory (SCCT) to test how social cognitive variables affect volunteers{\textquoteright} intention to continue engaging in events and with organizations. A total of 156 volunteers taking part in the program completed a questionnaire measuring Self-efficacy, Satisfaction, Trust, and Intention. A structural equation model (SEM) was developed, and the proposed effects on the variables were tested using SEM procedures. The results of the SEM analysis found that there were positive effects between (a) Self-efficacy and Satisfaction, (b) Self-efficacy and Intention, (c) Satisfaction and Intention, and (d) Trust and Intention. The discussion highlights implications for science volunteer managers who are not only in a position to increase volunteers{\textquoteright} behavioral intention to continue their engagement in volunteer work, but also to facilitate interventions to boost volunteering in Taiwan.},
	keywords = {citizen science, science volunteers, Social Cognitive Career Theory, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.234},
	url = {http://oaji.net/articles/2020/987-1586941480.pdf},
	author = {Chia-Pin Kao and Kuen-Yi Lin and Hui-Min Chien and Yu-Tsang Chen}
}
@article {767,
	title = {A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {404-416},
	abstract = {Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students{\textquoteright} interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students{\textquoteright} interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students{\textquoteright} self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers.},
	keywords = {environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, Social Cognitive Career Theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.404 },
	url = {http://oaji.net/articles/2019/987-1559372400.pdf},
	author = {Lilia Ellany Mohtar and Lilia Halim and Norshariani Abd Rahman and Siti Mistima Maat and Zanaton H. Iksan and Kamisah Osman}
}
@article {465,
	title = {FACTORS EXPLAINING GYMNASIUM STUDENTS{\textquoteright} TECHNOLOGY RELATED CAREER ORIENTATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}722},
	abstract = {In the current study, gymnasium students{\textquoteright} technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students{\textquoteright} lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18).  At the beginning of the study, 10th-11th grade students (N=314) completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students{\textquoteright} technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys{\textquoteright} future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention, students{\textquoteright} technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.},
	keywords = {design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.706},
	url = {http://oaji.net/articles/2016/987-1479543769.pdf},
	author = {Toomas Vaino and Katrin Vaino and Miia Rannikm{\"a}e and Jack Holbrook}
}
