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Introducing a strong form of soft continuity between soft topological spaces is significant because it can contribute to our growing understanding of soft topological spaces and their features, provide a basis for creating new mathematical tools and methods, and have significant applications in various fields. In this paper, we define soft super-continuity as a new form of soft mapping. We present various characterizations of this soft concept. Also, we show that soft super-continuity lies strictly between soft continuity and soft complete continuity and that soft super-continuity is a strong form of soft δ-continuity. In addition, we give some sufficient conditions for the equivalence between soft super-continuity and other related concepts. Moreover, we characterize soft semi-regularity in terms of super-continuity. Furthermore, we provide several results of soft composition, restrictions, preservation, and products by soft super-continuity. In addition to these, we study the relationship between soft super-continuity and soft δ-continuity with their analogous notions in general topology. Finally, we give several sufficient conditions on a soft mapping to have a soft δ-closed graph., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Abuzaid et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents' expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents' utility values. The findings suggest that parents' math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields. [ABSTRACT FROM AUTHOR]