Skip to main content
SpringerLink
Log in

Expectancy-Value Perspectives on Choice of Science and Technology Education in Late-Modern Societies

  • Chapter
  • First Online:
Understanding Student Participation and Choice in Science and Technology Education

Abstract

This chapter introduces two theoretical perspectives of relevance to understanding educational choice related to science, technology, engineering and mathematics (STEM). First, expectancy-value theory, as developed by Jacquelynne Eccles and colleagues during several decades, offers a comprehensive model of the different influence factors, considerations and values that are involved when individuals choose education and career. Second, sociological perspectives on the cultural traits and dominating values in late modern societies offer insight into the cultural context in which young people make their choices. The chapter discusses these two theoretical perspectives in relation to each other and to science education research literature concerning young people’s relationship to STEM subjects.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful but fun. Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88(5), 683–706.

    Article  Google Scholar 

  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “Being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617–639.

    Article  Google Scholar 

  • Atkinson, W. (2008). Not all that was solid has melted into air (or liquid): A critique of Bauman on individualization and class in liquid modernity. The Sociological Review, 56(1).

    Google Scholar 

  • Ball, S. J., Davies, J., David, M., & Reay, D. (2002). ‘Classification’ and ‘Judgement’: Social class and the ‘cognitive structures’ of choice of higher education. British Journal of Sociology of Education, 23(1), 51–72.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

    Google Scholar 

  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187–206.

    Article  Google Scholar 

  • Barnes, G., McInerney, D., & Marsh, H. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. Australian Educational Researcher, 32(2), 1–24.

    Article  Google Scholar 

  • Bauman, Z. (2008). The art of life. Cambridge: Polity Press.

    Google Scholar 

  • Beck, U. (1999). World risk society. Cambridge: Polity Press.

    Google Scholar 

  • Beck, U., & Beck-Gernsheim, E. (2002). Individualization. London: SAGE Publications Ltd.

    Google Scholar 

  • Bennett, J., & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31(14), 1975–1998.

    Article  Google Scholar 

  • Bøe, M. V. (2012). Science choices in Norwegian upper secondary school: What matters? Science Education, 96, 1–20.

    Article  Google Scholar 

  • Bøe, M. V., & Henriksen, E. K. (2013). Love it or leave it: Norwegian students’ motivations and expectations for postcompulsory physics. Science Education, 97(4), 550–573.

    Article  Google Scholar 

  • Bøe, M. V., Henriksen, E. K., Lyons, T., & Schreiner, C. (2011). Participation in science and technology: Young people’s achievement-related choices in late modern societies. Studies in Science Education, 47(1), 37–72.

    Article  Google Scholar 

  • Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (R. Nice, Trans., 2nd ed.). London: Sage Publications.

    Google Scholar 

  • Buck, G., Clark, V. L. P., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92(4), 688–707.

    Article  Google Scholar 

  • Carlone, H. B. (2003). Innovative science within and against a culture of “achievement”. Science Education, 87, 307–328.

    Article  Google Scholar 

  • Cavallo, A. M. L., Rozman, M., & Potter, W. H. (2004). Gender differences in learning constructs, shifts in learning constructs and their relationship to course achievement in structured enquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288–300.

    Article  Google Scholar 

  • Cerini, B., Murray, I., & Reiss, M. J. (2003). Student review of the science curriculum. Major findings. London: Planet Science, Institute of Education, University of London, Science Museum.

    Google Scholar 

  • Cleaves, A. (2005). The formation of science choices in secondary school. International Journal of Science Education, 27(4), 471–486.

    Article  Google Scholar 

  • Costa, P. T., McCrae, R. R., & Holland, J. L. (1984). Personality and vocational interests in an adult sample. Journal of Applied Psychology, 69(3), 390–400.

    Article  Google Scholar 

  • Côté, J. E. (1996). Sociological perspectives on identity formation: The culture-identity link and identity capital. Journal of Adolescence, 19, 417–428.

    Article  Google Scholar 

  • Denissen, J. J. A., Zarrett, N. R., & Eccles, J. (2007). I like to do it, I’m able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78(2), 430–447.

    Article  Google Scholar 

  • DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. (2011). Young children’s aspirations in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education. doi:10.1080/09500693.09502011.09608197.

    Google Scholar 

  • Eccles, J. (1994). Understanding women’s educational and occupational choices. Psychology of Women Quarterly, 18, 585–609.

    Article  Google Scholar 

  • Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89.

    Article  Google Scholar 

  • Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Reviews Psychology, 53, 109–132.

    Article  Google Scholar 

  • Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives. Psychological and sociological approaches. San Francisco: W. H. Friedman & Co.

    Google Scholar 

  • Eccles, J., Barber, B., & Jozefowicz, D. (1999). Linking gender to educational, occupational, and recreational choices: Applying the Eccles et al. model of achievement-related choices. In W. B. Swann Jr., J. H. Langlois, & L. A. Gilbert (Eds.), Sexism and stereotypes in modern society: The gender science of Janet Taylor Spence (pp. 153–192). Washington, DC: American Psychological Association.

    Google Scholar 

  • Eccles, J., Vida, M. N., & Barber, B. (2004). The relation of early adolescents’ college plans and both academic ability and task-value beliefs to subsequent college enrollment. Journal of Early Adolescence, 24(1), 63–77.

    Article  Google Scholar 

  • Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519–533.

    Article  Google Scholar 

  • Frome, P. M., Alfeld, C. J., Eccles, J. S., & Barber, B. L. (2006). Why don’t they want a male-dominated job? An investigation of young women who changed their occupational aspirations. Educational Research and Evaluation, 12(4), 359–372.

    Article  Google Scholar 

  • Frønes, I., & Brusdal, R. (2001). På sporet av den nye tid. Kulturelle varsler for en nær fremtid [On the track of the new era. Cultural signs of a near future]. Bergen: Fagbokforlaget Vigmostad & Bjørke AS.

    Google Scholar 

  • Furlong, A., & Cartmel, F. (1997). Young people and social change: Individualization and risk in late modernity. Buckingham: Open University Press.

    Google Scholar 

  • Furlong, A., & Cartmel, F. (2007). Young people and social change – New perspectives (2nd ed.). Berkshire: Open University Press.

    Google Scholar 

  • Giddens, A. (1991). Modernity and self-identity. Self and society in the late modern age. Cambridge: Polity Press.

    Google Scholar 

  • Goffman, E. (1959). The presentation of self in everyday life. New York: Anchor Book.

    Google Scholar 

  • Häussler, P., & Hoffmann, L. (2000). A curricular frame for physics education: Development, comparison with students’ interests, and impact on students’ achievement and self-concept. Science Education, 84(6), 689–705.

    Article  Google Scholar 

  • Hazari, Z., Sadler, P. M., & Tai, R. H. (2008). Gender differences in the high school and affective experiences of introductory college physics students. The Physics Teacher, 46(7), 423–427.

    Article  Google Scholar 

  • Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003.

    Google Scholar 

  • Head, J., & Ramsden, J. (1990). Gender, psychological type and science. International Journal of Science Education, 12(1), 115–121.

    Article  Google Scholar 

  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

    Article  Google Scholar 

  • Hipkins, R., & Bolstad, R. (2006). Staying in Science. An investigation of factors that encourage students to choose science as a study and career focus. Wellington: New Zealand Council for Educational Research.

    Google Scholar 

  • Hutchinson, J., Stagg, P., & Bentley, K. (2009). STEM careers awareness timelines: Attitudes and ambitions towards science, technology, engineering and maths. Derby: International Centre for Guidance Studies, University of Derby.

    Google Scholar 

  • Illeris, K., Katznelson, N., Simonsen, B., & Ulriksen, L. (2002). Ungdom, identitet og uddannelse [Youth, identity and education]. Frederiksberg: Roskilde universitetsforlag.

    Google Scholar 

  • Inglehart, R. (1997). Modernization and postmodernization. Cultural, economic, and political change in 43 societies. Princeton: Princeton University Press.

    Google Scholar 

  • Kjærnsli, M., & Lie, S. (2011). Students’ preference for science careers: International comparisons based on PISA 2006. International Journal of Science Education, 33(1), 121–144.

    Article  Google Scholar 

  • Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383–409.

    Article  Google Scholar 

  • Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15, 381–395.

    Article  Google Scholar 

  • Lie, S., Angell, C., & Rohatgi, A. (2010). Fysikk i fritt fall? TIMSS Advanced 2008 i videregående skole [Physics in free fall? TIMSS Advanced 2008 in upper secondary school]. Oslo: Unipub.

    Google Scholar 

  • Lindahl, B. (2003). Pupils’ responses to school science and technology? A longitudinal study of pathways to upper secondary school. Göteborg: Acta Universitatis Gothoburgensis.

    Google Scholar 

  • Lloyd, J. E. V., Walsh, J., & Yailagh, M. S. (2005). Sex differences in performance attribution, self-efficacy, and achievement in mathematics: If I’m so smart, why don’t I know it? Canadian Journal of Education, 28(3), 384–408.

    Article  Google Scholar 

  • Lyons, T. (2006). Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591–613.

    Article  Google Scholar 

  • Lyons, T., & Quinn, F. (2010). Choosing science. Understanding the declines in senior high school science enrolments. Armidale: University of New England.

    Google Scholar 

  • Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. doi:10.1002/sce.20441.

    Article  Google Scholar 

  • Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60–70.

    Article  Google Scholar 

  • Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high-school students’ views about science. International Journal of Science Education, 28(4), 363–381.

    Article  Google Scholar 

  • Nagy, G., Garrett, J., Trautwein, U., Cortina, K. S., Baumert, J., & Eccles, J. (2008). Gendered high school course selection as a precursor of gendered careers: The mediating role of self-concept and intrinsic value. In H. M. G. Watt & J. Eccles (Eds.), Gender and occupational outcomes (pp. 115–143). Washington, DC: American Psychology Association.

    Google Scholar 

  • OECD. (2007). PISA 2006. Science competencies for tomorrow’s world (Vol. 1). Paris: OECD.

    Book  Google Scholar 

  • OECD. (2008). Encouraging student interest in science and technology studies. Paris: Global Science Forum.

    Google Scholar 

  • Osborne, J. (2008). Engaging young people with science: Does science education need a new vision? School Science Review, 89(328), 67–74.

    Google Scholar 

  • Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441–467.

    Article  Google Scholar 

  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.

    Article  Google Scholar 

  • Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students: Comparing girls’ and boys’ achievement, self-concept, interest, and motivation in mathematics. Gifted Child Quarterly, 52(2), 146–159.

    Article  Google Scholar 

  • Purcell, K., Elias, P., Ellison, R., Atfield, G., Adam, D., & Livanos, I. (2008). Applying for Higher Education – The diversity of career choices, plans and expectations. Findings from the first futuretrack survey of the ’class of 2006’ applicants for higher education. Coventry: IER, University of Warwick.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

    Article  Google Scholar 

  • Scantlebury, K., & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 257–285). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Schreiner, C. (2006). Exploring a ROSE-garden. Norwegian youth’s orientation towards science – Seen as signs of late modern identities. Doctoral Thesis, University of Oslo, Oslo.

    Google Scholar 

  • Schreiner, C., & Sjøberg, S. (2007). Science education and youth’s identity construction – Two incompatible projects? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The re-emergence of values in science education (pp. 231–247). Rotterdam: Sense Publishers.

    Google Scholar 

  • Simpkins, S., Davis-Kean, P., & Eccles, J. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70–83.

    Article  Google Scholar 

  • Taconis, R., & Kessels, U. (2009). How choosing science depends on students’ individual fit to “science culture”. International Journal of Science Education, 31(8), 1115–1132.

    Article  Google Scholar 

  • Tytler, R. (2007). “Re-imagining science education”: Engaging students in science for Australia’s future. Camberwell: Australian Council for Educational Research.

    Google Scholar 

  • Tytler, R., Osborne, J., Williams, G., Tytler, K., & Clark, J. C. (2008). Opening up pathways: Engagement in STEM across the primary-secondary school transition. Canberra: Australian Department of Education, Employment and Workplace Relations.

    Google Scholar 

  • Warrington, M., & Younger, M. (2000). The other side of the gender gap. Gender and Education, 12(4), 493–508.

    Article  Google Scholar 

  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573.

    Article  Google Scholar 

  • Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.

    Article  Google Scholar 

  • Wigfield, A., Eccles, J. S., Iver, D. M., Reuman, D. A., & Midgley, C. (1991). Transition during early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27(4), 552–565.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Norwegian Centre for Science Education, 1106, Blindern, N-0317, Oslo, Norway

    Maria Vetleseter Bøe

  2. Department of Physics, University of Oslo, 1048, Blindern, N-0316, Oslo, Norway

    Ellen Karoline Henriksen

Authors
  1. Maria Vetleseter Bøe
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ellen Karoline Henriksen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Maria Vetleseter Bøe .

Editor information

Editors and Affiliations

  1. Department of Physics, University of Oslo, Oslo, Norway

    Ellen Karoline Henriksen

  2. Department of Education and Professional Studies, King's College London, London, United Kingdom

    Justin Dillon

  3. School of Education, University of Leeds, Leeds, United Kingdom

    Jim Ryder

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Bøe, M.V., Henriksen, E.K. (2015). Expectancy-Value Perspectives on Choice of Science and Technology Education in Late-Modern Societies. In: Henriksen, E., Dillon, J., Ryder, J. (eds) Understanding Student Participation and Choice in Science and Technology Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7793-4_2

Download citation

Publish with us

Policies and ethics

Search

Navigation