How to foster students' motivation in mathematics and science classes and promote students' STEM career choice. A study in Swiss high schools

Programs aimed at increasing the attractiveness of STEM professions should encompass women as well as men. Based on that premise our study focuses on the research question: How can high school students ' motivation in mathematics, physics, and chemistry classes be increased and what impact does students ' high motivation in math and science have on a career choice in STEM? The study is embedded in the Eccles ' expectancy-value model. Applying structural equation modeling, it provides evidence that fostering students ' motivation has a positive impact on their willingness to choose a STEM study fi eld. Moreover, the results show that classes supporting students ' motivation increase the intrinsic value of math and science among students and the probability of a STEM career choice.