Table 1 Construct category definitions
Category | Definition |
|---|---|
Affective outcomes | Students’ positive and negative emotional activations/deactivations in relation to a STEM course or activities |
Anxiety | Students’ self-reported physiological reactivity, negative cognitions, and avoidance behaviors related to STEM |
Attitudes | A psychological tendency that is expressed by evaluating a particular entity in STEM with some degree of favor or disfavor |
Belonging and Integration | Students’ sense that they are a part of a STEM course, program, or community, receive support, and have the skills for success |
Cognitive Outcomes | Students’ perceptions of their conscious reasoning related to thinking about a concept and constructing knowledge in STEM |
Community Engagement | Students’ perceptions of their skills and knowledge constructed through community relationships and practices |
Course Perceptions | Students’ assessments and expectations of, and their experiences in a STEM course |
Diversity | Outcomes related to prejudice, inclusivity, stereotyping, equity, and inclusion in STEM contexts |
Engagement | Students’ behavioral, cognitive, and emotional involvement and investment in the learning process of a STEM course |
External Climate | Students’ perceptions and evaluations of the external context and/or environment that can shape their experiences in STEM |
Identity | Students’ interest in STEM and their ability to recognize themselves as someone that is aligned with STEM skills and values |
Interest | Students’ positive feelings towards and sense of value of STEM courses, fields, or activities |
Learning Gains | Students’ perceptions of the preparation and training they are receiving in a STEM course or program |
Literacy | Students’ perceptions, awareness, and exposure to STEM concepts knowledge and skills |
Long-term Outcomes | Outcomes related to students persisting in and pursuing STEM majors and fields, pursuing further education in STEM, and/or pursuing employment in STEM |
Motivation | Students’ desire to participate in an STEM-related task that is influenced by their expectations and values |
Non-technical Skills | Students’ perceptions of their transferable skills including interpersonal/societal engagement, ethics, and management |
Self-efficacy | Students’ belief in their ability to achieve an STEM-related task |
Social Support | Students’ willingness to work with others and seek help in STEM courses |