Parameter estimates | Low levels of traditional gender role beliefs | Medium levels of traditional gender role beliefs | High levels of traditional gender role beliefs | |||
---|---|---|---|---|---|---|
B | 95% CI | B | 95% CI | B | 95% CI | |
Direct effects | ||||||
Gender → Self-efficacy in STEM | 0.06* | 0.01, 0.10 | 0.17*** | 0.14, 0.21 | 0.29*** | 0.23, 0.34 |
Gender → Interest in STEM | 0.10* | 0.01, 0.18 | 0.20*** | 0.15, 0.25 | 0.30*** | 0.21, 0.39 |
Gender → Academic and career aspirations in STEM | 0.07** | 0.03, 0.10 | 0.10*** | 0.08, 0.12 | 0.13*** | 0.09, 0.17 |
Indirect effects | ||||||
Gender → Self-efficacy in STEM → Academic and career aspirations in STEM | 0.01* | 0.002, 0.02 | 0.04*** | 0.02, 0.05 | 0.06*** | 0.04, 0.08 |
Gender → Interest in STEM → Academic and career aspirations in STEM | 0.03* | 0.003, 0.05 | 0.06*** | 0.04, 0.07 | 0.09*** | 0.06, 0.12 |
Gender → Self-efficacy in STEM → Interest in STEM → Academic and career aspirations in STEM | 0.04* | 0.01, 0.07 | 0.11*** | 0.09, 0.13 | 0.18*** | 0.15, 0.22 |