Professor Jiesi Guo

projects

STEM Pathways and Gender

This theme examines how cultural, social, motivational, and educational systems shape young people’s STEM pathways, with particular attention to gendered choices in science, mathematics, and university study.

I study STEM pathways as outcomes of interacting motivational, social, and cultural systems. This includes work on science and mathematics self-beliefs, gendered task values, occupational expectations, and the ways national context can intensify or reduce inequities in STEM participation.

The publications below connect STEM choices with achievement motivation, cross-cultural comparison, gender equity, digital learning, and educational transitions.

Publications in this theme

  • 2026 - A Cultural Explanation of Motivation-Achievement Paradox in Math. Educational Researcher. DOI: 10.3102/0013189x251370677.
  • 2025 - How does university students’ academic major (STEM vs. non-STEM) affect their acceptance of e-learning: a multi-group analysis. International Journal of Educational Technology in Higher Education. DOI: 10.1186/s41239-025-00543-z.
  • 2024 - Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes. Educational Psychology Review. DOI: 10.1007/s10648-024-09872-3.
  • 2023 - Is social media use for math learning beneficial for ethnic minority students’ math identity? A socialization perspective. British Journal of Educational Technology. DOI: 10.1111/bjet.13359.
  • 2022 - The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being. Personality and Social Psychology Bulletin. DOI: 10.1177/01461672221125619.
  • 2021 - Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies. Journal of Educational Psychology. DOI: 10.1037/edu0000660.
  • 2021 - Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study. Journal of Educational Psychology. DOI: 10.1037/edu0000716.
  • 2021 - The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis. Learning and Instruction. DOI: 10.1016/j.learninstruc.2021.101539.
  • 2020 - Illusory gender-equality paradox, math self-concept, and frame-of-reference Effect: New integrative explanations for multiple paradoxes. Journal of Personality and Social Psychology. DOI: 10.1037/pspp0000306.
  • 2019 - Countries, parental occupation, and girls’ interest in science. The Lancet. DOI: 10.1016/s0140-6736(19)30210-7.
  • 2019 - The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade. Frontiers in Psychology. DOI: 10.3389/fpsyg.2019.01449.
  • 2019 - Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes. American Educational Research Journal. DOI: 10.3102/0002831218824111.
  • 2018 - An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology. DOI: 10.1037/edu0000215.
  • 2018 - Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data. Learning and Instruction. DOI: 10.1016/j.learninstruc.2018.07.007.
  • 2018 - Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values. Frontiers in Psychology. DOI: 10.3389/fpsyg.2018.01111.
  • 2017 - Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction. DOI: 10.1016/j.learninstruc.2016.12.007.
  • 2015 - Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences. DOI: 10.1016/j.lindif.2015.01.008.