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Volume 22, Issue 127 (10-2023)
Journal of Psychological Science 2023, 22(127): 1507-1526 |
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Vaezifar S S, Talepasand S, Mohamadifar M A, Rahimianbogar I. (2023). The Structural model of factors influencingthe mathematical field of study selection: An Expectancy-Value Theory Examination. Journal of Psychological Science. 22(127), 1507-1526.
URL: http://psychologicalscience.ir/article-1-2192-en.html
URL: http://psychologicalscience.ir/article-1-2192-en.html
Associate Professor in the Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. , stalepasand@semnan.ac.ir
Abstract: (184 Views)
Background: The choice of a field of study is one of the most important decisions a student makes in their life. Several factors influence this decision. Given the pivotal nature of this stage in students' lives, it is essential to scientifically investigate the roles of various factors such as environmental, cognitive, and motivational factors in the selection of a field of study. However, so far, no study has been conducted to determine the contribution of each of these factors.
Aims: The aim of this research was to investigate the environmental, cognitive, and motivational factors influencing the inclination to choose a major in mathematics and physics in Iran.
Methods: The current research employed a descriptive correlational method. The participants consisted of 400 ninth-grade students from Yasuj city, who were selected through a multi-stage cluster random sampling method. All of them completed questionnaires on task value and expectancy of success (Jo et al., 2013), multiple intelligences (McKenzie, 1999), emotional intelligence, locus of control, previous math achievement, teacher's perception of previous math achievement, parent's opinion on choosing a math-related major, and a scale measuring the inclination to choose a major in mathematics and physics (Vaezirifar et al., unpublished). The internal relationships between variables were tested using structural equation modeling in the Lisrel software.
Results: The social beliefs of the participants had an indirect structural effect on the inclination to choose a major in mathematics and physics (p < 0.05). Additionally, previous math achievement had an indirect structural effect on the inclination to choose a major in mathematics and physics, while multiple intelligences did not have a direct structural effect on the inclination to choose a major in mathematics and physics. Furthermore, task value had a direct structural effect on the inclination to choose a major in mathematics and physics (p < 0.05).
Conclusion: Based on these findings, it is possible to design more targeted educational and counseling programs for students so that they can make better-informed academic decisions. Furthermore, teachers and parents can benefit from these findings to better understand their role in guiding students toward mathematics and physics majors and assisting them in making more successful choices. Ultimately, this research can contribute significantly to promoting mathematical and physical sciences in society and developing a highly skilled human resource base in these fields.
Aims: The aim of this research was to investigate the environmental, cognitive, and motivational factors influencing the inclination to choose a major in mathematics and physics in Iran.
Methods: The current research employed a descriptive correlational method. The participants consisted of 400 ninth-grade students from Yasuj city, who were selected through a multi-stage cluster random sampling method. All of them completed questionnaires on task value and expectancy of success (Jo et al., 2013), multiple intelligences (McKenzie, 1999), emotional intelligence, locus of control, previous math achievement, teacher's perception of previous math achievement, parent's opinion on choosing a math-related major, and a scale measuring the inclination to choose a major in mathematics and physics (Vaezirifar et al., unpublished). The internal relationships between variables were tested using structural equation modeling in the Lisrel software.
Results: The social beliefs of the participants had an indirect structural effect on the inclination to choose a major in mathematics and physics (p < 0.05). Additionally, previous math achievement had an indirect structural effect on the inclination to choose a major in mathematics and physics, while multiple intelligences did not have a direct structural effect on the inclination to choose a major in mathematics and physics. Furthermore, task value had a direct structural effect on the inclination to choose a major in mathematics and physics (p < 0.05).
Conclusion: Based on these findings, it is possible to design more targeted educational and counseling programs for students so that they can make better-informed academic decisions. Furthermore, teachers and parents can benefit from these findings to better understand their role in guiding students toward mathematics and physics majors and assisting them in making more successful choices. Ultimately, this research can contribute significantly to promoting mathematical and physical sciences in society and developing a highly skilled human resource base in these fields.
Type of Study: Research |
Subject:
Special
Received: 2023/07/4 | Accepted: 2023/09/9 | Published: 2023/09/23
Received: 2023/07/4 | Accepted: 2023/09/9 | Published: 2023/09/23
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)