<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ning Wang</style></author><author><style face="normal" font="default" size="100%">Aik-Ling Tan</style></author><author><style face="normal" font="default" size="100%">Wu-Rong Xiao</style></author><author><style face="normal" font="default" size="100%">Feng Zeng</style></author><author><style face="normal" font="default" size="100%">Jiong Xiang</style></author><author><style face="normal" font="default" size="100%">Wei Duan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">interest in STEM careers</style></keyword><keyword><style  face="normal" font="default" size="100%">learning experiences</style></keyword><keyword><style  face="normal" font="default" size="100%">Social Cognitive Career Theory</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM careers perceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">structural equation model</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1629707739.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learning experiences can affect students' 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' 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' ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students' ISC; FLE and ILE can also indirectly affect students' ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students' ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students' SSE and SCP.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">651-663</style></section></record></records></xml>