Learning Environment And Its Influence On The Middle School Students' STEM Career Aspirations

In recent years,with the promotion and implementation of the concept of STEM education represented by physics in China,the research on STEM career aspirations has become more and more important to domestic researchers.STEM career aspirations are the possibility that individuals will engage in STEM-related careers in the future.The level of education and professional level of employees in the field of STEM in China has important guiding significance.Based on the data of the China Education Tracking Survey,this study systematically used logit regression model to analyze the learning environment composed of school environment,family environment,and social environment and the career aspirations of middle school students.The relationship between the studies shows that:1.In general,without considering other factors,women's STEM career aspirations are higher than men's,but when the school environment,family environment and social environment variables are added,the male and female STEM career aspirations are not significant.Without considering other factors,only children have higher STEM career aspirations than non-only children,and when family environment variables are added,there is no significant difference in STEM career aspirations for only child.Descriptive statistical analysis shows that Among private school students,the proportion of students who wish to engage in the career of STEM is greater.2.From the grade of the student,the sur test of the benchmark model shows that there is a significant difference in the impact of the location of the hukou on the career aspirations of the students in the seventh and ninth grades.After controlling the benchmark model variables,there were significant differences in the influence of peer influence on STEM career expectations of seventh and ninth grade students.In addition,in the family environment and STEM career aspirations model,the social environment and STEM career aspirations model,and the learning environment and STEM career aspirations model,There are some differences in the significance level,significance direction,and coefficient size of many variables,but none of them passed the sur test,which indicates that there is no significant difference in the impact of the learning environment on the career aspirations of the seventh and ninth grade students.3.From the perspective of the school environment,after controlling other variables,the school ranking,teacher-student relationship,and student career aspirations are significantly positively correlated.Peer influence is only significant in the model of school environment and STEM career aspirations.When the comprehensive impact of the learning environment on STEM career aspirations is considered,the peer influence variable is no longer significant.The relationship between school regional variables and STEM career aspirations is complex.Moreover,after controlling for other variables,there was no significant relationship between the nature of the school and the career aspirations of the STEM.4.From the perspective of the family environment,parental aspirations,parent-child relationships,parent-child activities,and student career aspirations in the family subjective environment are significantly positively related.Family discipline in the family subjective environment does not test the single model of the family environment.Significantly,and in the integrated model of the school environment and the social environment,there was a significant negative correlation with the student's STEM career aspirations.Parental relationships,parent careers and parental education levels in the objective family environment are significantly positively correlated with student's STEM career aspirations.Family economic levels in objective family conditions are not significant in the single model of testing the family environment,and in a comprehensive model that incorporates the school environment and social environment,there is a significant positive correlation with the student's STEM career aspirations.5.From the perspective of social environment,in a model that simply tests the impact of social environment on the student's STEM career aspirations,the living environment,place of residence,and neighbor occupations have a significant positive impact on the student's STEM career aspirations.In the comprehensive model of the school environment and the social environment,the relationship between the neighbor occupation variable and the student's STEM career aspirations is no longer significant,which indicates that the school environment and family environment have a more important impact on the student's STEM career choice.