Table 3 Descriptive statistics and t-test for all variables by gender
Construct/sub-construct | Full sample (N = 1132) M ± SD | Male (N = 549) M ± SD | Female (N = 583) M ± SD | t | p | d |
|---|---|---|---|---|---|---|
Environmental factors (EF) | 2.89 ± 0.75 | 3.00 ± 0.78 | 2.79 ± 0.71 | 4.56 | *** | 0.281 |
Formal learning experiences (FLE) | 3.25 ± 0.89 | 3.31 ± 0.92 | 3.20 ± 0.85 | 2.08 | 0.038* | 0.124 |
Informal learning experiences (ILE) | 2.04 ± 0.89 | 2.12 ± 0.94 | 1.96 ± 0.82 | 3.06 | 0.002** | 0.181 |
Social support (SS) | 2.83 ± 0.97 | 2.91 ± 1.01 | 2.76 ± 0.93 | 2.52 | 0.012* | 0.155 |
Media | 3.45 ± 0.99 | 3.65 ± 0.98 | 3.26 ± 0.96 | 6.84 | *** | 0.402 |
STEM self-efficacy (SSE) | 3.49 ± 0.74 | 3.65 ± 0.73 | 3.34 ± 0.73 | 7.29 | *** | 0.425 |
Science self-efficacy | 3.13 ± 0.90 | 3.33 ± 0.89 | 2.95 ± 0.87 | 7.21 | *** | 0.432 |
Technology self-efficacy | 4.25 ± 0.80 | 4.33 ± 0.80 | 4.18 ± 0.80 | 3.02 | 0.003** | 0.188 |
Engineering self-efficacy | 3.28 ± 1.05 | 3.49 ± 1.04 | 3.08 ± 1.02 | 6.65 | *** | 0.398 |
Mathematics self-efficacy | 3.22 ± 0.90 | 3.41 ± 0.90 | 3.03 ± 0.86 | 7.34 | *** | 0.432 |
STEM careers perceptions (SCP) | 4.03 ± 0.71 | 4.03 ± 0.75 | 4.04 ± 0.68 | − 0.22 | 0.826 | − 0.014 |
Careers prospects | 3.67 ± 0.81 | 3.66 ± 0.82 | 3.67 ± 0.80 | − 0.22 | 0.824 | − 0.012 |
Skills required skills | 4.32 ± 0.81 | 4.31 ± 0.86 | 4.32 ± 0.75 | − 0.33 | 0.743 | − 0.012 |
Self-development | 4.22 ± 0.85 | 4.24 ± 0.89 | 4.21 ± 0.81 | 0.47 | 0.635 | 0.035 |
Interest in STEM careers (ISC) | 3.16 ± 1.12 | 3.39 ± 1.12 | 2.95 ± 1.08 | 6.72 | *** | 0.399 |