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International Journal of STEM Education

Table 5 Results of regressions predicting task values for expected STEM career plans

From: Beyond STEM attrition: changing career plans within STEM fields in college is associated with lower motivation, certainty, and satisfaction about one’s career

 

Intrinsic value

Attainment value

Utility value

Perceived cost

Variable

B

S.E.

β

p

B

S.E.

β

p

B

S.E.

β

p

B

S.E.

β

p

Intercept

6.16

0.08

  

5.69

0.09

  

5.79

0.08

  

3.67

0.12

  

Plans changing

−0.27

0.04

−0.16

 < .001

−0.27

0.05

−0.14

 < .001

−0.22

0.05

−0.12

 < .001

−0.27

0.07

−0.10

 < .001

Gender

0.15

0.04

0.09

 < .001

0.21

0.05

0.11

 < .001

0.13

0.05

0.07

.008

0.06

0.07

0.02

.423

Racially minoritized status

0.00

0.06

0.00

.958

−0.04

0.07

−0.01

.559

−0.01

0.06

0.00

.912

0.16

0.09

0.04

.086

First-generation status

0.01

0.05

0.01

.795

0.14

0.06

0.06

.013

0.04

0.05

0.02

.437

0.22

0.08

0.07

.006

Year in school

 Second versus first

0.06

0.05

0.03

.228

0.10

0.06

0.05

.070

0.05

0.05

0.03

.316

0.11

0.08

0.04

.172

 Third versus first

0.16

0.05

0.08

.002

0.18

0.06

0.08

.004

0.15

0.06

0.07

.008

0.16

0.09

0.05

.069

 Fourth vs. first

0.27

0.07

0.09

 < .001

0.31

0.09

0.09

 < .001

0.13

0.08

0.04

.105

−0.10

0.12

−0.02

.395

 Other vs. first

0.04

0.14

0.01

.772

0.13

0.16

0.02

.443

0.01

0.16

0.00

.960

−0.28

0.23

−0.03

.226

Field of study

 C.S.-related vs. Bio.-related

−0.26

0.07

−0.10

 < .001

−0.33

0.08

−0.11

 < .001

−0.30

0.08

−0.10

 < .001

−0.61

0.12

−0.14

 < .001

 Eng.-related vs. Bio.-related

−0.05

0.06

−0.02

.409

−0.21

0.07

−0.08

.004

0.02

0.07

0.01

.768

−0.47

0.10

−0.12

 < .001

 Other fields vs. Bio.-related

0.01

0.04

0.01

.814

−0.03

0.05

−0.02

.585

0.04

0.05

0.03

.348

−0.31

0.07

−0.12

 < .001

College GPA

0.01

0.02

0.01

.791

0.02

0.02

0.03

.315

0.00

0.02

−0.01

.845

0.07

0.04

0.05

.060

  1. Plans Changing: Yes = 1, No = 0. Gender: Woman = 1, Man = 0. Racially Minoritized Status: Historically marginalized with respect to racial/ethnic identity in STEM = 1, Non-historically marginalized = 0. First-generation status: first-generation student = 1; non-first-generation student = 0. Year in School: Dummy codes representing each year versus the first year (focal year coded as 1, all other groups coded as 0, with first year as the reference group). Field of Study: Dummy codes representing each field of study versus biology-related fields of study (focal field of study coded as 1, all other fields of study coded as 0, with biology-related fields of study as the reference group). College GPA is standardized for analysis
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