INTRODUCTION Science, technology, engineering, and mathematics (STEM) fields are growing rapidly and understanding adolescent's interest and hope for pursuing a STEM career is essential for additional growth and opportunity collectively and individually. Hope is a cognitive-motivational construct that includes three components: hopeful future expectations (HFEs), intentional self-regulation (ISR), and connection, and is associated with academic achievement and career pursuit; it has not been examined in relation to STEM. This study fills a gap in the literature by taking a multimethod approach to understanding the association between adolescents' hope and STEM career interests. METHODS Participants were 639 middle- and high-school adolescents in the southwestern United States who quantitatively reported their hope and STEM career interests and provided qualitative descriptions of reasons for wanting to pursue a STEM career. RESULTS Quantitatively, HFEs significantly and positively predicted STEM career interest. Relations were examined by gender and school level. For middle-school girls, ISR significantly predicted STEM career interest, for middle-school boys and high-school girls, HFEs positively significantly predicted STEM career interest, but results of high-school boys were nonsignificant. Qualitatively, adolescents mentioned reasons aligning with HFEs and ISR as motivations for pursuing a STEM career, as well as prosocial motivations. Additionally, they discussed their interest in a STEM career as a way to pursue other goals such as financial stability. DISCUSSION Findings highlight the possibility of hope as a malleable motivation for STEM career pursuit. Our findings support the components of hope as a salient associate of early STEM career interest, with adolescents who have high HFEs and ISR being particularly apt to say they would like to pursue a STEM career. Our results support the active development of hope among US adolescents as a catalyst toward personal and global success.

中文翻译：

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希望和青少年 STEM 职业预期的多方法检查。

简介 科学、技术、工程和数学 (STEM) 领域发展迅速，了解青少年对从事 STEM 职业的兴趣和希望对于集体和个人的额外成长和机会至关重要。希望是一种认知动机结构，包括三个组成部分：充满希望的未来期望（HFEs）、有意的自我调节（ISR）和联系，并与学业成就和职业追求相关；尚未针对 STEM 进行检查。本研究通过采用多种方法来理解青少年的希望与 STEM 职业兴趣之间的关联，填补了文献中的空白。方法参与者是美国西南部的 639 名中学和高中青少年，他们定量报告了他们的希望和 STEM 职业兴趣，并提供了想要从事 STEM 职业的原因的定性描述。结果 在数量上，HFE 显着且积极地预测了 STEM 职业兴趣。关系按性别和学校水平进行检查。对于初中女生，ISR 显着预测了 STEM 职业兴趣，对于初中男生和高中女生，HFE 显着正向预测了 STEM 职业兴趣，但高中男生的结果不显着。定性地，青少年提到与 HFE 和 ISR 一致的原因作为追求 STEM 职业的动机，以及亲社会动机。此外，他们讨论了他们对 STEM 职业的兴趣，以此作为追求财务稳定等其他目标的一种方式。讨论 结果突出了希望作为 STEM 职业追求的可塑动机的可能性。我们的研究结果支持希望的组成部分作为早期 STEM 职业兴趣的显着关联，具有高 HFE 和 ISR 的青少年特别倾向于说他们想从事 STEM 职业。我们的研究结果支持美国青少年积极发展希望，将其作为个人和全球成功的催化剂。具有高 HFE 和 ISR 的青少年特别倾向于说他们想从事 STEM 职业。我们的研究结果支持美国青少年积极发展希望，将其作为个人和全球成功的催化剂。具有高 HFE 和 ISR 的青少年特别倾向于说他们想从事 STEM 职业。我们的研究结果支持美国青少年积极发展希望，将其作为个人和全球成功的催化剂。