Implicit STEM ability beliefs predict secondary school students' STEM self‐efficacy beliefs and their intention to opt for a STEM field career

Despite the widely accepted view that low self‐efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major...