media/TV, astronaut, pilot, work on an oil rig, become a stylist, designing clothes +++ designer, therapist, manager or work in a fashion magazine (where they have horoscopes) lawyer, police officer, astronaut, dancer or journalist. I dont know, cause theres so much Id like to be. Social worker, actress, singer or work in a pet shop and help animals!
The research group re:K:rutt… What motivates young peoples educational choices? How can more people be motivated to study science?
Det nasjonale fakultetsmøtet for realfag FISKERI- OG HAVBRUKSNÆRINGENS FORSKNINGSFOND
Am I really interested? Will I get a job? Does the education suit my goals and ideals? Will I find it meaningful? What do these professionals actually do at work? How much will it cost me in time and effort? Will the profession suit me and my identity? Am I clever enough? Trying to understand educational choice Redbaron/ Dreamstime
Eccles et al. expectancy-value model of achievement-related choices (Eccles & Wigfield, 2002)
Subjective value of the subjects Interest-enjoyment value Attainment value Utility value Relative cost Expectation of success in the subjects (Eccles, Adler, Futterman, Goff, Meece, & Midgley, 1983)
Will I be able to do this? Neville Longbottom is insecure, clumsy and forgetful, and has low expectation of success in most subjects.
Will I enjoy it? Harry is very interested in defensive spells, and enjoys the subject Defense Against the Dark Arts greatly.
Does the subject suit me, my goals and my identity? Hermione Granger is very clever, she loves books and schoolwork. However, she quit the subject Divination (fortune telling), because she meant it was wholly guesswork. It did not suit her identity as intelligent and rational.
Can this help me reach some other goals? Harry hates Professor Snape and his subject Potions. But he still chooses to continue, because the subject is required if he wants to become an Auror who catches dark wizards.
What will this cost me compared to other things I couldve been doing? The magical sport Quidditch costs a lot of time and effort for training. And the worst cost of all for Ron Weasly is performance anxiety.
The LILY study 14,000 respondents Upper secondary school: Students in Year 12 Higher education: 1st year students science, technology, engineering and mathematics non-science students for comparison Data collected in autumn 2008 Lily
How important are the following factors for you in your future job? Not important Very important
Working with something I am interested in womenmen Not important Very important
Using my talents and abilities womenmen Not important Very important
Developing myself womenmen Not important Very important
Everyone wants to do something interesting, fulfilling and self-realising.
I want to do something interesting and develop myself. Thats why I chose chemistry. I want to do something interesting and develop myself. Thats why I chose design. I want to do something interesting and develop myself. Thats why I chose engineering. I want to do something interesting and develop myself. Thats why I chose teaching.
The LILY study in upper secondary school (specialisation in general studies) Students in Year 12 (17 years). Respondents had recently chosen their programme area (subject combination) for the last two years of upper secondary school. Representative sample of 1628 students Science Non- Science
What matters for choosing science in upper secondary school?
Science non-Science Not importantVery important Interests and identity matters
«I am interested in all sorts of things, […] including science and a general curiosity about how things work.» (Student about what inspired her choice of programme area) Interest
«I am near-sighted myself, and see an optitian regularly. It seems like an exciting job that suits me.» (Student about what inspired her choice of programme area) Identity and self-realisation
The utility value of science matters Not importantVery important Science non-Science
«[…] to get as many options as possible to choose from, so that I can find something I can work with and enjoy.» (Student about what inspired his choice of programme area) Utility
How can we attract more students to study science in higher education?
What do they say after 8-10 months? - results for Norwegian students
«The overall experience of being a student in this programme» Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering..I am very satisfied with my courses Better than expected Worse than expected
«Social relations with fellow students» Generally a good social life and a fun freshmans week! Better than expected Worse than expected Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering Girls Boys
«I feel that my course suits the kind of person that I am»...this is what I find most exciting, this is what I want to become good at, and what I want to work with Strongly agree Strongly disagree Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering
«How interesting you find the content of the course» Better than expected Worse than expected You can put together your own combi- nation of courses, and you will always find something you find interesting! Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering
Expectation of success: «I learn easily the subject matter in this course» I chose from what I felt I could master. Because when I master something, it automatically gets more fun. I dont want to study something I dont feel I can understand. Strongly agree Strongly disagree Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering Girls Boys
«The overall quality of the teaching» The lecturers are very sloppy.. Better than expected Worse than expected Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering
You have to do most of the learning yourself… «I get personal feed-back from lecturers and teachers when I need it» Strongly agree Strongly disagree Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering
«The effort you have to spend on studying» You have to work hard from day one. Much steeper learning curve than expected Girls Boys Better than expected Worse than expected Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering
It is very tough. The first two years mainly consist of difficuilt subjects that dont seem relevant to the study at large, and this can easily kill motivation. Norwegian IRIS respondent «The effort you have to spend on studying»
Mathematics as a key drop-out factor meaningless demanding dull difficult
From interviews with dropped-out students Difficulty: «I struggled, had no sense of mastery, too abstract, failed.» Lack of previous knowledge: «Even though I had [in-depth upper secondary mathematics], it was at least one division up.» Results from PhD-student Helge Brovold, RENATE
«The enjoyment was great, but the mathematics was even bigger!»
Technology, organization and learning »» The study programme gives you knowledge about organizations and organizational changes. We link knowledge from several disciplines to form an innovative and exciting new field.
… I was suprised, then, about how much math there was. And the informatics, thats what put me off a bit, cause I wasnt counting on that. And I am not good at that. I just found out that this, I cant do this. … from what was on the website, I got the impression that there wasnt going to be that much [ICT]. What impression of the study did you get from what you read? That it would be … I dont know … that it would suit me, cause I want to work with management and organization, in that sense it seemed really interesting. … and that bit with technology … informatics, I felt that wasnt really clear on the website. And had I known that, I wouldnt have started cause Im not at all good at those kind of subjects.