Impact of growth math mindset, learning goals, intrinsic motivation, and math outcomes on STEM career interest among gifted students in STEM education

Research on the determinants of students’ success in specialised STEM schools has devoted considerable attention to psychological factors. Using a path analytic model, this study investigated whether a growth math mindset, referring to the theory that math ability can be improved incrementally, is indirectly associated with academically gifted students’ math achievement and intrinsic motivation to pursue learning goals. This study also examined the associations of career interests with intrinsic motivation and math achievement in the path model. Data were collected from 132 9th–12th graders attending a full-day STEM high school with a selective student admissions process. The findings suggest that the perception of ability as incremental contributes to adaptive achievement behaviours, such as accepting challenges. Moreover, intrinsic motivation, a critical factor in maintaining interest in STEM careers, is indirectly associated with a growth math mindset. These findings indicate that a growth mindset meaning system, an incremental theory of intelligence and learning goals, in mathematics and math-oriented intrinsic motivation are related to maintaining interest in STEM careers among academically gifted students within challenging academic situations.