Publications | March 2026
Abstract: STEM (science, technology, engineering, and math) experiences in middle childhood are linked to later STEM achievement and motivational beliefs, including the value that children place on STEM and their expectancy of pursuing a STEM career. Toy manufacturers often use gendered STEM product marketing, such as targeting puzzles or science experiment kits specifically to boys or girls. However, little is known about how children’s STEM motivational beliefs intersect with girls’ and boys’ interest in gendered STEM toys. The present study used path analysis to empirically evaluate aspects of Situated Expectancy Value Theory (SEVT; Eccles & Wigfield, 2023) in 665 children (kindergarten to Grade 5; 356 girls; M = 8.18 years) and their interest in gendered and gender-neutral STEM toys. Girls’ STEM value and career expectancy predicted their gender-congruent (i.e., girl-coded; pink magnet), gender-incongruent (i.e., boy-coded; Super Hero LEGO set), and gender-neutral (e.g., primary-colored blocks) toy ratings. In contrast, career expectancy did not relate to any of boys’ toy ratings, although STEM value had similar predictive patterns for their gender-incongruent (i.e., girl-coded) and gender-neutral toy ratings. Findings support SEVT by showing that motivational beliefs such as self-concept and STEM value mediate links between boys’ and girls’ perceived ability and STEM toy preferences, with STEM career expectancy serving as an additional mediator for girls. Implications for understanding the mechanisms underpinning STEM engagement and considerations for aligning toy design with children’s developing STEM beliefs are discussed.
Published: March 17, 2026
Publication: Journal of Experimental Child Psychology
CLI Authors: Valerie P. Bambha, PhD; Yusra Ahmed, PhD; Tricia A. Zucker, PhD; Dana DeMaster, PhD; and Michael P. Mesa, PhD
Funding: This work was supported by a grant from the National Science Foundation (NSF) Advancing Informal STEM Learning (AISL) division, award #2115579.
Citation: Bambha, V. P., Ahmed, Y., Roy, P, Zucker, T. A., DeMaster, D., & Mesa, M. P. (2026). When Toys Talk Science: How motivational beliefs shape elementary-aged girls’ and boys’ toy choices. Journal of Experimental Child Psychology, 267. https://doi.org/10.1016/j.jecp.2026.106505
DOI: https://doi.org/10.1016/j.jecp.2026.106505
Share Link: Functional until May, 06, 2026
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