Interest and value were the dominant topics in leavers' explanations, especially among students leaving due to attraction¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Most students leaving biomedical fields explained their choice in terms of interest or value; nearly all attraction-group responses concerned interest in or value for new majors or careers. → Rosenzweig 2021

Evidence¶

Rosenzweig 2021¶

Rosenzweig, E. Q., Harackiewicz, J. M., Hecht, C. A., Priniski, S. J., Canning, E. A., Tibbetts, Y., Asher, M. W., & Hyde, J. S. (2021). College Students’ Reasons for Leaving Biomedical Fields: Disenchantment with Biomedicine or Attraction to Other Fields? Journal of Educational Psychology. https://doi.org/10.1037/edu0000456

q3 · i? · qualitative · r3

Consensus coding of all 192 leaver responses into four themes (confidence/ability, value/interest, interpersonal factors, costs/barriers; k = .77). Among the 37 attraction-group students, 35 discussed interest in or value for new fields.

"Most students leaving biomedical fields explained their choice in relation to interest or value, referencing in particular concepts related to interest and fit."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Among biomedical leavers, 62.5% described leaving only in terms of disenchantment while 25.2% described only attraction and 12.2% both equally — related
• End-of-course interest in biology and introductory biology grades each predicted lower likelihood of leaving biomedical fields — related
• Leavers reported lower end-of-semester interest, lower prior achievement, and lower biology grades than stayers, with no differences in FG status, gender, or baseline interest — related
• Four factors explain students' sense of belonging in STEM, with interpersonal relationships the most commonly cited — related
• URM students left biomedical fields at higher rates than majority students, an effect explained in part by their lower biology course grades — related