The influence of students’ personality traits and their parents’ parenting style on Romanian students’ performance in science subjects from secondary to doctoral level

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18470%2F24%3A50022191" target="_blank" >RIV/62690094:18470/24:50022191 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/25739638.2024.2426331" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/25739638.2024.2426331</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/25739638.2024.2426331" target="_blank" >10.1080/25739638.2024.2426331</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The influence of students’ personality traits and their parents’ parenting style on Romanian students’ performance in science subjects from secondary to doctoral level

Popis výsledku v původním jazyce

With the exponential growth of technological innovation, new positions in science, technology, engineering, and mathematics (STEM) are emerging. Employees face new job demands, requiring more technical and mathematical capabilities than before. Educating the population in science subjects is becoming increasingly important, as is making science subjects available to students and identifying factors influencing the development of logical thinking, the basis of STEM subjects. This paper focuses on identifying significant relationships between students’ personality traits, their parents’ parenting style and students’ performance in STEM subjects in high school and college, within Urie Bronfenbrenner’s ecological systems framework. Using a questionnaire with standardized constructs, we surveyed Romanian students from a technical university and found that certain personality traits and parenting styles are significant mainly for the student’s performance in STEM subjects in high school, and these significant relationships differ for female students, compared to male students, possibly as a result of local cultural gender views. Our society aims to increase the participation of general public and female students in STEM majors and jobs, and our study informs the audience on how a student’s microsystem can nurture or hinder the development of logical thinking, as the basis of cognitive skills and performance in STEM fields.

Název v anglickém jazyce

The influence of students’ personality traits and their parents’ parenting style on Romanian students’ performance in science subjects from secondary to doctoral level

Popis výsledku anglicky

With the exponential growth of technological innovation, new positions in science, technology, engineering, and mathematics (STEM) are emerging. Employees face new job demands, requiring more technical and mathematical capabilities than before. Educating the population in science subjects is becoming increasingly important, as is making science subjects available to students and identifying factors influencing the development of logical thinking, the basis of STEM subjects. This paper focuses on identifying significant relationships between students’ personality traits, their parents’ parenting style and students’ performance in STEM subjects in high school and college, within Urie Bronfenbrenner’s ecological systems framework. Using a questionnaire with standardized constructs, we surveyed Romanian students from a technical university and found that certain personality traits and parenting styles are significant mainly for the student’s performance in STEM subjects in high school, and these significant relationships differ for female students, compared to male students, possibly as a result of local cultural gender views. Our society aims to increase the participation of general public and female students in STEM majors and jobs, and our study informs the audience on how a student’s microsystem can nurture or hinder the development of logical thinking, as the basis of cognitive skills and performance in STEM fields.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of contemporary Central and Eastern Europe

ISSN

2573-9638

e-ISSN

2573-9646

Svazek periodika

32

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

22

Strana od-do

711-732

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85209872297