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dc.contributor.authorMau, Wei-Cheng J.
dc.date.accessioned2019-06-19T20:35:35Z
dc.date.available2019-06-19T20:35:35Z
dc.date.issued2019-06
dc.identifier.citationMau, W.-C.; Chen, S.-J.; Lin, C.-C. (2019). Assessing high school student's STEM career interests using a social cognitive framework. Education Sciences, 9(2), 151. https://doi.org/10.3390/educsci9020151
dc.identifier.issn2227-7102
dc.identifier.issn2227-7102 (online)
dc.identifier.urihttps://doi.org/10.3390/educsci9020151
dc.identifier.urihttp://hdl.handle.net/10057/16365
dc.descriptionThis is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
dc.description.abstractThis study investigated the psychometric properties of the Chinese version of the STEM Career Interest Survey (STEM-CCIS) with data from 590 high-school students in Taiwan. Measurement models based on Social-Cognitive Career Theory (SCCT) and STEM discipline-specific dimensions (Science, Technology, Engineering, Mathematics) were examined using confirmatory factor analyses. Findings from confirmatory factor analyses indicated that STEM-CCIS possesses adequate reliability and factorial validity, replicating the sound psychometric properties of the original English version of the STEM-CIS. Implications for the use of the STEM-CCIS are discussed.
dc.language.isoen_US
dc.publisherMDPI
dc.relation.ispartofseriesEducation sciences
dc.subjectSTEM
dc.subjectCareer choices
dc.subjectAssessment
dc.subjectSocial cognitive theory
dc.subjectCFA
dc.titleAssessing high school student's STEM career interests using a social cognitive framework
dc.typeArticle
dc.rights.holderCopyright MDPI


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