Nadine Schneider

University of Applied Sciences and Arts Northwestern Switzerland | FHNW · Hochschule für Angewandte Psychologie

The development of vocational interests is an important task in childhood and adolescence. Vocational interests combined with self-efficacy expectations have been established as major factors for future career choices. Various studies show considerable gender differences in interests and self-efficacy expectations in sciences, technology, engineering, and mathematics (STEM). These differences are one important factor to explain the lasting inequalities in the distribution of women and men in STEM majors and STEM occupations. However, it still remains unclear how these gender differences in STEM interests develop and crystallize across the life span. Since substantial gender differences can already be identified at the end of primary school, programs at secondary school level, that intend to foster girls STEM interests, are probably scheduled too late or should at least be complemented with programs and activities in primary school. At what age level gender differences in interests precisely occur and whether there are certain sensitive periods for the promotion of STEM interests has not been established. We therefore want to investigate these research questions with a longitudinal study with preschool and primary school children. Within this project the following research questions will be analyzed: 1. In the course of a longitudinal study the development of interest and competency beliefs are investigated over three years. On main focus lies on children's transition from preschool to primary school as well as from primary school to secondary school. First, we want to establish whether age-specific mean level exist and whether these differences can be attributed to differentiation processes. Second, we are interested to what extent STEM interests influence competency beliefs and vice versa. 2. Furthermore, our study wants to examine whether gender differences in vocational interests and competency beliefs can already be established in preschoolers and how these gender differences develop with age. Furthermore, we are interested how the transition to primary school and secondary school respectively influences gender differences in interests. Moreover, we want to establish whether gender differences exist in both self-descriptions as well as other perceptions (i.e., parents and teachers). 3. Last, this study expands past research with a focus on family characteristics as well as family activities. Therefore, parents' interest profiles as well as information on STEM family activities are gathered. We are interested how family activities as well as parental interest profiles foster the development of STEM interests in children.