<?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%">Jianjun Sheng</style></author><author><style face="normal" font="default" size="100%">Peiyao Tian</style></author><author><style face="normal" font="default" size="100%">Daner Sun</style></author><author><style face="normal" font="default" size="100%">Yanhua Fan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFLUENCE OF STEM VALUE PERCEPTION ON STEM CAREER PREFERENCES AMONG AGRICULTURAL AND FORESTRY UNDERGRADUATES</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%">Agroforestry undergraduates</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM career preference</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM learning interest</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM value perceiving</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1697654037.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students’ STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students' professional awareness and identity, by addressing gaps in students' value perceptions of STEM education. Furthermore, efforts to improve students' interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students' STEM career preference.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">914-928</style></section></record><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>