ABSTRACT Building on Social Cognitive Career Theory and Xueli Wang's conceptual model of STEM choice, this study advances and tests a model seeking to understand STEM readiness and intention to pursue STEM fields among a representative national sample of 9th grade students drawn from the High School Longitudinal Study of 2009. Structural equation model results suggest several contextual influences (e.g., personal characteristics) and social-cognitive variables (e.g., math and science self-efficacy) contributing to building STEM readiness and students’ intention to major in STEM during high school. In general, STEM readiness is impacted directly by SES, math ability, parental involvement, math self-efficacy, science self-efficacy, math interest, and science interest. Intention to major in STEM is directly impacted by STEM readiness, as well as high school students’ interest in math and interest in science. Overall, this study expands our knowledge of the process that leads high school students to become prepared for and aspire to pursue majors in STEM.

中文翻译：

---

建立对 STEM 研究领域的准备和意图：使用 HSLS:09 和 SEM 在高中生中检查这一复杂过程

摘要 基于社会认知职业理论和王雪莉的 STEM 选择概念模型，本研究提出并测试了一个模型，该模型旨在了解从高中纵向研究中抽取的 9 年级学生的代表性国家样本中的 STEM 准备和追求 STEM 领域的意愿2009 年。结构方程模型结果表明，几个背景影响（例如，个人特征）和社会认知变量（例如，数学和科学自我效能）有助于建立 STEM 准备和学生在高中期间主修 STEM 的意图。一般来说，STEM 准备程度直接受 SES、数学能力、父母参与、数学自我效能感、科学自我效能感、数学兴趣和科学兴趣的影响。STEM 专业的意向直接受 STEM 准备情况的影响，以及高中生对数学的兴趣和对科学的兴趣。总的来说，这项研究扩展了我们对引导高中生准备并渴望攻读 STEM 专业的过程的知识。