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International Journal of STEM Education

Table 6 Correlations between STEM attitudes and SEL/twenty-first-century skills reported on CIS-S

From: From quality to outcomes: a national study of afterschool STEM programming

Variable

1

2

3

4

5

6

7

8

9

STEM attitudes

 1. STEM engagement

–

        

 2. STEM career interest

.851

–

       

 3. STEM career knowledge

.773

.740

–

      

 4. STEM activity participation

.720

.632

.783

–

     

 5. STEM identity

.871

.834

.844

.787

–

    

SEL/twenty-first-century skills

 6. Critical thinking

.759

.740

.559

.430

.613

–

   

 7. Perseverance

.673

.697

.562

.423

.593

.858

–

  

 8. Relationships with adults

.631

.620

.526

.481

.542

.764

.783

–

 

 9. Relationships with peers

.450

.539

.398

.319

.373

.649

.645

.715

–

  1. Note: Correlations between all scales are positive and significant at p < 0.001 (and for all scales, n = 1599, df = 1597). Coefficients printed in italics have large effect sizes (r > 0.5). Correlations are based on CIS-S retrospective-post scores, which represent average ratings of students’ thoughts and feelings “at this time,” meaning the end of programming. SEL social-emotional learning
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