Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention

This dataset contains data from the study entitled “Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention”. The study is quasi-experimental and aims to analyze the influence of a female role-model intervention on adolescents’ gender stereotypes about math ability, math...

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Detalles Bibliográficos
Autores: Sainz, Milagros, Gonzalez-Perez, Susana, López Pérez, Beatriz Soledad
Tipo de recurso: conjunto de datos
Fecha de publicación:2026
País:España
Institución:Consorci de Serveis Universitaris de Catalunya (CSUC)
Repositorio:CORA.Repositori de Dades de Recerca
OAI Identifier:oai:dnet:cora.rdr____::456d2cc6b0ab70abd95ac0771d2f0c25
Acceso en línea:https://doi.org/10.34810/DATA3266
Access Level:acceso abierto
Palabra clave:Social Sciences
Study choices
Career aspirations
Role models
STEM
Science--Study and teaching
Technology--Study and teaching
Engineering--Study and teaching
Mathematics--Study and teaching
Stereotypes (Social psychology)
Self-concept of Ability
Values
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oai_identifier_str oai:dnet:cora.rdr____::456d2cc6b0ab70abd95ac0771d2f0c25
network_acronym_str ES
network_name_str España
repository_id_str
spelling Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model InterventionSainz, MilagrosGonzalez-Perez, SusanaLópez Pérez, Beatriz SoledadSocial SciencesStudy choicesCareer aspirationsRole modelsSTEMScience--Study and teachingTechnology--Study and teachingEngineering--Study and teachingMathematics--Study and teachingStereotypes (Social psychology)Self-concept of AbilityValuesThis dataset contains data from the study entitled “Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention”. The study is quasi-experimental and aims to analyze the influence of a female role-model intervention on adolescents’ gender stereotypes about math ability, math expectancy-values, and STEM aspirations. The research was conducted with a sample of 885 Spanish secondary students (average age =16 years old). During the baseline phase all students were asked to answer a survey. Then, students were randomly assigned to either the experimental (watching a video with women in STEM) or control group (not exposed to any video) before responding to the survey. The results of the analyses with multi-group structural equation modeling (controlling for school level) show that the role-model sessions had an impact on female students’ self-concept of math ability and enhanced the influence of math utility value on STEM aspirations. In comparison to students in the control group, students in the experimental group had an increase in their self-concept of math ability and STEM aspirations. Among boys and girls who saw the videos, all motivation factors as well as stereotypes about math abilities increased when students believed that the female role models developed counter-stereotypical competencies. However, students’ stereotypes about math abilities did not decrease after exposure to role model intervention. The implications of the findings for long-term STEM engagement are discussed.CORA.Repositori de Dades de RecercaLopez Perez, Beatriz Soledad2026info:eu-repo/semantics/datasethttps://doi.org/10.34810/DATA3266reponame:CORA.Repositori de Dades de Recercainstname:Consorci de Serveis Universitaris de Catalunya (CSUC)Inglésinfo:eu-repo/semantics/openAccessCC0 1.0oai:dnet:cora.rdr____::456d2cc6b0ab70abd95ac0771d2f0c252026-06-17T12:20:17Z
dc.title.none.fl_str_mv Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
title Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
spellingShingle Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
Sainz, Milagros
Social Sciences
Study choices
Career aspirations
Role models
STEM
Science--Study and teaching
Technology--Study and teaching
Engineering--Study and teaching
Mathematics--Study and teaching
Stereotypes (Social psychology)
Self-concept of Ability
Values
title_short Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
title_full Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
title_fullStr Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
title_full_unstemmed Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
title_sort Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
dc.creator.none.fl_str_mv Sainz, Milagros
Gonzalez-Perez, Susana
López Pérez, Beatriz Soledad
author Sainz, Milagros
author_facet Sainz, Milagros
Gonzalez-Perez, Susana
López Pérez, Beatriz Soledad
author_role author
author2 Gonzalez-Perez, Susana
López Pérez, Beatriz Soledad
author2_role author
author
dc.contributor.none.fl_str_mv Lopez Perez, Beatriz Soledad
dc.subject.none.fl_str_mv Social Sciences
Study choices
Career aspirations
Role models
STEM
Science--Study and teaching
Technology--Study and teaching
Engineering--Study and teaching
Mathematics--Study and teaching
Stereotypes (Social psychology)
Self-concept of Ability
Values
topic Social Sciences
Study choices
Career aspirations
Role models
STEM
Science--Study and teaching
Technology--Study and teaching
Engineering--Study and teaching
Mathematics--Study and teaching
Stereotypes (Social psychology)
Self-concept of Ability
Values
description This dataset contains data from the study entitled “Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention”. The study is quasi-experimental and aims to analyze the influence of a female role-model intervention on adolescents’ gender stereotypes about math ability, math expectancy-values, and STEM aspirations. The research was conducted with a sample of 885 Spanish secondary students (average age =16 years old). During the baseline phase all students were asked to answer a survey. Then, students were randomly assigned to either the experimental (watching a video with women in STEM) or control group (not exposed to any video) before responding to the survey. The results of the analyses with multi-group structural equation modeling (controlling for school level) show that the role-model sessions had an impact on female students’ self-concept of math ability and enhanced the influence of math utility value on STEM aspirations. In comparison to students in the control group, students in the experimental group had an increase in their self-concept of math ability and STEM aspirations. Among boys and girls who saw the videos, all motivation factors as well as stereotypes about math abilities increased when students believed that the female role models developed counter-stereotypical competencies. However, students’ stereotypes about math abilities did not decrease after exposure to role model intervention. The implications of the findings for long-term STEM engagement are discussed.
publishDate 2026
dc.date.none.fl_str_mv 2026
dc.type.none.fl_str_mv info:eu-repo/semantics/dataset
format dataset
dc.identifier.none.fl_str_mv https://doi.org/10.34810/DATA3266
url https://doi.org/10.34810/DATA3266
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
CC0 1.0
eu_rights_str_mv openAccess
rights_invalid_str_mv CC0 1.0
dc.publisher.none.fl_str_mv CORA.Repositori de Dades de Recerca
publisher.none.fl_str_mv CORA.Repositori de Dades de Recerca
dc.source.none.fl_str_mv reponame:CORA.Repositori de Dades de Recerca
instname:Consorci de Serveis Universitaris de Catalunya (CSUC)
instname_str Consorci de Serveis Universitaris de Catalunya (CSUC)
reponame_str CORA.Repositori de Dades de Recerca
collection CORA.Repositori de Dades de Recerca
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869405860243963904
score 15,811543

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