Women in STEM: True Self-Knowledge and Achievement Motivation
MetadataShow full item record
In this study, I examined whether there is a relationship between true-self knowledge and motivation to remain in a STEM major among female STEM students. Specifically, I hypothesized that a greater understanding of one’s self in an undergraduate female student majoring in a science, technology, engineering, or math-related field positively influences one’s motivation to continue studying in these traditionally male- dominated fields. To study this idea, I examined how true self-knowledge relates to achievement motivation among STEM students. I predicted that in female STEM students, greater true self-knowledge would be related to higher levels of motivation, while this factor in male STEM students would not be related to higher levels of motivation. Participants were asked to complete a questionnaire containing measures of true self-knowledge, decision confidence, and achievement motivation relating to their STEM major. The implications of this study go far beyond that of merely representation of women in STEM. This research can be expanded to include groups such as racial and ethnic minorities, as well as into different career sectors and other public settings.
SubjectSTEM, STEM majors, STEM fields, true-self, true-self knowledge, achievement motivation, decision confidence, gender, gender studies, social psychology, male-dominated, gender equality
Kavanaugh, Katherine Elizabeth (2014). Women in STEM: True Self-Knowledge and Achievement Motivation. Honors and Undergraduate Research. Available electronically from