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  1. null (Ed.)
    Researchers often invoke the metaphor of a pipeline when studying participation in careers in science, technology, engineering, and mathematics (STEM), focusing on the important issue of students who “leak” from the pipeline, but largely ignoring students who persist in STEM. Using interview, survey, and institutional data over 6 years, we examined the experiences of 921 students who persisted in biomedical fields through college graduation and planned to pursue biomedical careers. Despite remaining in the biomedical pipeline, almost half of these students changed their career plans, which was almost twice the number of students who abandoned biomedical career paths altogether. Women changed plans more often and were more likely than men to change to a career requiring fewer years of post-graduate education. Results highlight the importance of studying within-pipeline patterns rather than focusing only on why students leave STEM fields. 
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  2. null (Ed.)
  3. Interventions can enhance students' motivation for reading, but few researchers have assessed the effects of the specific motivation‐enhancing practices that comprise these interventions. Even fewer have evaluated how students' perceptions of different intervention practices impact their later motivation and academic outcomes. In this study, we utilised data from a study of Concept‐Oriented Reading Instruction, a programme designed to enhance seventh‐grade students' reading comprehension and motivation. We examined the effects of students perceiving one practice from this intervention, emphasising the importance of reading, which was designed to enhance their task values for reading (Eccles‐Parsons et al.,). Unexpectedly, structural equation modelling analyses showed that students' perceptions of importance support predicted their later competence‐related beliefs, but not their task values. Students' competence‐related beliefs predicted their reading comprehension and behavioural engagement, whereas students' task values predicted reading engagement. However, there were no significant indirect effects of perceiving importance support on students' reading outcomes.

     
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