The availability of such rich and extensive descriptions in the O*NET database brings substantial information to the educational and labor market policy debate, beyond data provided by the assessment of social-emotional skills, educational attainment and interest profiles of students.
Adjustment for childhood factors (father's and mother's educational attainment, parents' interest in school at age 7 and cognitive ability at age 8) partially explained the association between job control and physical functioning, but did not explain the association between job demand and mental functioning.
This attainment raised national interest and critical debate of the reliability of the data basis and methodologies used in comparisons.
Finally, interest, attainment, and utility value beliefs concerning their mathematics class were assessed using scales taken from the Michigan Study on Adolescent Life Transitions (MSALT), which has been used extensively in the past (e.g., Eccles et al. 2003).
To investigate RQ1, "To what extent do students' motivational beliefs about science change as a result of participating in Studio STEM?", we specifically examined students' motivational beliefs about science and school, including their plans to attend college, science attainment value, science interest value, utility value for science, and science competence beliefs.
In May 2013, following the Save the Seabirds program, the Studio STEM participants reported significantly higher college plans, science attainment value, science interest value, science utility value, and science competence beliefs than their peers who did not participate in Studio STEM (see Table 4 and Fig. 1).
Companies are required for now (through plan year 2014) to report both funding formulas hence the 101% funding target attainment with MAP-21 interest rates in the GE example, and 86.1% without MAP-21 relief.
Factor analysis has also demonstrated that task values could be divided into at least three factors (i.e., interest value, attainment value, and utility value; Eccles & Wigfield, 1995), and we included measures of these values in our study as well.
This questionnaire assessed students' intentions to attend college and their expectancy and value beliefs (Eccles et al., 1983) related to science (not about their beliefs related to Studio STEM), including: (a) science attainment value, (b) science interest value, (c) science utility value, and (d) science competence beliefs.
Two guidelines grounded in the motivation literature are designed to establish task value: fostering interest and establishing attainment value (note that attainment value represents our merger of the expectancy-value constructs of attainment value and usefulness).
