[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-595555-en":59,"doc-seo-595555-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80,"preview_page_count":4},595555,5909892210082,"Well Done","https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Exploring Student Persistence in STEM Programs - A Motivational Model","To address decreasing enrollment and rising attrition in post-secondary STEM programs, especially for women, the study examines how motivation and emotion variables explain persistence and science achievement as students transition from high school to junior college. Guided by self-determination theory and achievement-goal theory, structural equation modeling of 1,309 students from four English-language CEGEPs links achievement goals, self-efficacy, and perceived autonomy support to intrinsic motivation, emotions, and achievement, which then predict persistence in science.","Exploring Student Persistence in STEM Programs:  \nA Motivational Model  \nRebecca A. Simon  \nMontreal Children’s Hospital  \nMark W. Aulls  \nMcGill University  \nHelena Dedic  \nVanier College  \nKyle Hubbard  \nMcGill University  \nNathan C. Hall  \nMcGill University  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nTo address continually decreasing enrollment and rising attrition in post-secondary STEM degree (science, technology, engineering, and mathematics) programs, particularly for women, the present study examines the utility of motivation and emotion variables to account for persistence and achievement in science in male and female students transitioning from high school to junior college. Consistent with self-determination theory (Deci & Ryan, 2012) and achievement-goal theory (Senko, Hulleman, & Harackiewicz, 2011), structural equation modelling based on data from 1,309 students from four English-language CEGEPs showed students’ achievement goals, self-efficacy, and perceived autonomy support to impact intrinsic motivation, emotions, and achievement that, in turn, predicted persistence in the science domain.  \nKeywords: academic motivation, persistence, STEM, gender differences  \nRésumé  \nAfin d’adresser la baisse continue d’inscription et la hausse des taux d’attrition dans le cadre des programmes d’études en sciences, technologie, ingénerie et mathématiques au niveau post-secondaire, en particulier chez les femmes, la présente étude a examiné l’utilité des variables motivationelles et émotionelles quant à la prediction de la persistance et de la réussite en sciences chez les élèves de sexe masculin et féminin transitionant del’école secondaire au premier cycle universitaire. Conformément à la théorie de l’autodétermination (Deci & Ryan, 2012) et de la théorie de la réalisation des buts (Senko, Hulleman, & Harackiewicz, 2011), la modélisation par équation structurelle basée sur les données de 1309 élèves issues de quatre cégeps anglophones démontre que les objectifs de rendement des élèves, l’auto-efficacité, et le soutien perçu de l’autonomie, ont un impact envers la motivation intrinsèque, les émotions, et la réussite, ce qui prédit à son tour la persistance dans le domaine des sciences.  \nMots-clés : motivation scolaire, persévérance, STEM, différences liées au sexe  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nThis article is based on a doctoral dissertation conducted by the first author at McGill University and was supported by a doctoral fellowship to the fourth author and a New Professor-Researcher Award to the last author from the Fonds de Recherche sur la Société et la Culture (FQRSC 2013-NP-165885), and an Insight Development Grant from the Social Sciences and Humanities Research Council of Canada (SSHRC 430-2013-0226) to the last author.  \nCorrespondence concerning this paper should be addressed to Dr. Rebecca Simon, Montreal Children’s Hospital,  \nAutism Spectrum Disorders Program, 4018 Rue Sainte-Catherine Ouest, Room K-207, Montreal, QC H3Z 1P2 .  \nE-mail: rebecca.simon@muhc.mcgill.ca.  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nStudent persistence in STEM (science, technology, engineering, and mathematics) fields deserves close attention given the alarming attrition rates from such programs—particularly for women—in light of the increasingly problematic nature of staffing difficulties and turnover among science educators and practitioners in North America (Hall, Dickerson, Batts, Kauffmann, & Bosse, 2011; Ingersoll & May, 2012; Ingersoll & Perda, 2010) . Over the past 20 years, the number of college-bound students interested in STEM majors has dropped by 50% and approximately half of the st","cbCaid6GRS9Id0pQ","https://ap.wps.com/l/cbCaid6GRS9Id0pQ","pdf",581689,27,"English","en",105,"# Abstract\n# Introduction\n## Student persistence concerns\n## Motivation-related research gap","[{\"question\":\"What problem does the study address in STEM programs?\",\"answer\":\"It targets decreasing enrollment and increasing attrition in post-secondary STEM programs, with particular emphasis on women.\"},{\"question\":\"Which theoretical frameworks guide the analysis?\",\"answer\":\"The study is consistent with self-determination theory and achievement-goal theory.\"},{\"question\":\"How do motivation and emotion variables relate to persistence in science?\",\"answer\":\"Students’ achievement goals, self-efficacy, and perceived autonomy support influence intrinsic motivation and emotions, which in turn predict achievement and persistence in the science domain.\"}]","Exploring Student Persistence in STEM Programs - A Motivational Model | PDF",1792081375,68,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"exploring-student-persistence-in-stem-programs-a-motivational-model","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/exploring-student-persistence-in-stem-programs-a-motivational-model/595555/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/exploring-student-persistence-in-stem-programs-a-motivational-model/595555.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":19},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What problem does the study address in STEM programs?","Question",{"text":129,"@type":130},"It targets decreasing enrollment and increasing attrition in post-secondary STEM programs, with particular emphasis on women.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"Which theoretical frameworks guide the analysis?",{"text":134,"@type":130},"The study is consistent with self-determination theory and achievement-goal theory.",{"name":136,"@type":127,"acceptedAnswer":137},"How do motivation and emotion variables relate to persistence in science?",{"text":138,"@type":130},"Students’ achievement goals, self-efficacy, and perceived autonomy support influence intrinsic motivation and emotions, which in turn predict achievement and persistence in the science domain.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792191223]