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First-Year Students' Priorities and Choices in STEM Studies--IRIS Findings from Germany and Austria

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Title: First-Year Students' Priorities and Choices in STEM Studies--IRIS Findings from Germany and Austria
Language: English
Authors: Elster, D.
Source: Science Education International. Mar 2014 25(1):52-59.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Peer Reviewed: Y
Page Count: 8
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Postsecondary Education
Higher Education
Descriptors: STEM Education, College Freshmen, Career Choice, Needs Assessment, Questionnaires, Self Efficacy, Interviews, Student Educational Objectives, Performance Factors, Influences, Student Experience, Gender Differences, Student Attitudes, Expectation, Foreign Countries, Qualitative Research
Geographic Terms: Austria, Germany
ISSN: 2077-2327
Abstract: IRIS (Interests and Recruitment in Science; http://iris.fp-7.org/about-iris/) is a European 7th framework project focusing on the challenge that only few young people in general, and women in particular, choose an education and career in science and technology. Project IRIS aims to contribute to the improvement of recruitment, retention and gender equity patterns in higher education. To acquire information about the factors that influence the educational choice of young people, a questionnaire was developed by the IRIS consortium. The IRIS questionnaire is based on the model of achievement-related choices (Eccles, Barber, & Jozefowicz, 1999) and on the theory on the role of self-efficacy beliefs (Bandura, 1997). These theories provide a framework for investigating the central aspects that influence an individual's educational choice. This paper reports the experience and findings of the IRIS survey conducted in Austria and Germany. The data are based on a questionnaire survey with 3680 first-year students. Additionally, interview data from Austrian biology students contribute qualitative data about supportive and hindering factors that influences the study choice. The findings indicate that experiences in the secondary school and good teachers are important in choosing a STEM study. To prevent drop-out key factors are relevance of the study choice for the own life, social and academic integration and supportive mentoring systems.
Abstractor: As Provided
Number of References: 7
Entry Date: 2014
Accession Number: EJ1022899
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Science+Education+International%22"><i>Science Education International</i></searchLink>. Mar 2014 25(1):52-59.
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  Data: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
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  Data: IRIS (Interests and Recruitment in Science; http://iris.fp-7.org/about-iris/) is a European 7th framework project focusing on the challenge that only few young people in general, and women in particular, choose an education and career in science and technology. Project IRIS aims to contribute to the improvement of recruitment, retention and gender equity patterns in higher education. To acquire information about the factors that influence the educational choice of young people, a questionnaire was developed by the IRIS consortium. The IRIS questionnaire is based on the model of achievement-related choices (Eccles, Barber, & Jozefowicz, 1999) and on the theory on the role of self-efficacy beliefs (Bandura, 1997). These theories provide a framework for investigating the central aspects that influence an individual's educational choice. This paper reports the experience and findings of the IRIS survey conducted in Austria and Germany. The data are based on a questionnaire survey with 3680 first-year students. Additionally, interview data from Austrian biology students contribute qualitative data about supportive and hindering factors that influences the study choice. The findings indicate that experiences in the secondary school and good teachers are important in choosing a STEM study. To prevent drop-out key factors are relevance of the study choice for the own life, social and academic integration and supportive mentoring systems.
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      – SubjectFull: STEM Education
        Type: general
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      – SubjectFull: Career Choice
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      – SubjectFull: Self Efficacy
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