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International Journal of STEM Education

Table 3 Unstandardized and standardized path coefficients of mediation model and moderated mediation model

From: A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in science, technology, engineering, and mathematics (STEM): the influence of cultural and gender norms

Parameter estimates

Mediation (Model 1)

Moderated mediation (Model 2)

Moderated mediation (Model 3)

B (SE)

β

B (SE)

β

B (SE)

β

Measurement model

 Self-efficacy in STEM → Item 1

1.00

0.31***

1.00

0.31***

1.00

0.35***

 Self-efficacy in STEM → Item 2

2.85 (0.17)***

0.89***

2.85 (0.17)***

0.89***

2.44 (0.13)***

0.88***

 Self-efficacy in STEM → Item 3

2.15 (0.13)***

0.75***

2.16 (0.13)***

0.75***

1.86 (0.10)***

0.75***

 Interest in STEM → Item 1

1.00

0.90***

1.00

0.90***

1.00

0.90***

 Interest in STEM → Item 2

1.06 (0.01)***

0.94***

1.06 (0.01)***

0.94***

1.06 (0.01)***

0.94***

 Interest in STEM → Item 3

1.03 (0.01)***

0.91***

1.03 (0.01)***

0.91***

1.03 (0.01)***

0.91***

 Academic and career aspirations in STEM → Item 1

1.00

0.41***

1.00

0.41***

1.00

0.42***

 Academic and career aspirations in STEM → Item 2

2.22 (0.09)***

0.96***

2.22 (0.09)***

0.96***

2.16 (0.09)***

0.96***

 Academic and career aspirations in STEM → Item 3

2.14 (0.09)***

0.94***

2.14 (0.09)***

0.94***

2.09 (0.09)***

0.94***

 Traditional gender role beliefs → Item 1

–

–

1.00

0.71***

–

–

 Traditional gender role beliefs → Item 2

–

–

1.04 (0.02)***

0.75***

–

–

 Traditional gender role beliefs → Item 3

–

–

1.11 (0.03)***

0.79***

–

–

 Traditional gender role beliefs → Item 4

–

–

1.26 (0.03)***

0.86***

–

–

 Traditional gender role beliefs → Item 5

–

–

0.91 (0.03)***

0.59***

–

–

 Conformity to social norms → Item 1

–

–

–

–

1.00

0.56***

 Conformity to social norms → Item 2

–

–

–

–

0.24 (0.03)***

0.17***

 Conformity to social norms → Item 3

–

–

–

–

0.86 (0.02)***

0.49***

 Conformity to social norms → Item 4

–

–

–

–

1.44 (0.08)***

0.80***

 Conformity to social norms → Item 5

–

–

–

–

0.97 (0.05)***

0.57***

Structural model

 Gender → Self-efficacy in STEM

0.20 (0.02)***

0.57***

0.17 (0.02)***

0.55***

0.21 (0.02)***

0.57***

 Gender → Interest in STEM

0.23 (0.03)***

0.22***

0.20 (0.03)***

0.22***

0.20 (0.03)***

0.22***

 Self-efficacy in STEM → Interest in STEM

2.28 (0.18)***

0.77***

2.16 (0.13)***

0.77***

1.89 (0.10)***

0.78***

 Gender → Academic and career aspirations in STEM

0.12 (0.01)***

0.24***

0.10 (0.01)***

0.24***

0.10 (0.01)***

0.24***

 Self-efficacy in STEM → Academic and career aspirations in STEM

0.23 (0.05)***

0.16***

0.20 (0.04)***

0.16***

0.18 (0.03)***

0.16***

 Interest in STEM → Academic and career aspirations in STEM

0.31 (0.02)***

0.63***

0.29 (0.02)***

0.63***

0.30 (0.02)***

0.63***

 Traditional gender role beliefs → Self-efficacy in STEM

–

–

-0.03 (0.01)*

-0.07*

–

–

 Gender × Traditional gender role beliefs → Self-efficacy in STEM

–

–

0.12 (0.02)***

0.13***

–

–

 Traditional gender role beliefs → Interest in STEM

–

–

-0.03 (0.03)

-0.03

–

–

 Gender × Traditional gender role beliefs → Interest in STEM

–

–

0.10 (0.04)**

0.04**

–

–

 Traditional gender role beliefs → Academic and career aspirations in STEM

–

–

-0.01 (0.01)

-0.02

–

–

 Gender × Traditional gender role beliefs → Academic and career aspirations in STEM

–

–

0.03 (0.02)*

0.03*

–

–

 Conformity to social norms → Self-efficacy in STEM

–

–

–

–

0.12 (0.07)

0.06

 Gender × Conformity to social norms → Self-efficacy in STEM

–

–

–

–

0.04 (0.09)

0.01

 Conformity to social norms → Interest in STEM

–

–

–

–

-0.05 (0.12)

-0.01

 Gender × Conformity to social norms → Interest in STEM

–

–

–

–

-0.20 (0.15)

-0.02

 Conformity to social norms → Academic and career aspirations in STEM

–

–

–

–

-0.05 (0.05)

-0.02

 Gender × Conformity to social norms → Academic and career aspirations in STEM

–

–

–

–

-0.09 (0.07)

-0.02

  1. Gender was coded as a dichotomous variable with female as the reference category; *p < 0.05, **p < 0.01, ***p < 0.001
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