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Table 4 Conditional effects of gender at low, medium, and high levels of traditional gender role beliefs

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

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

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