Literaturnachweis - Detailanzeige
| Autor/inn/en | McDavid, Lindley; Carleton Parker, Loran; Li, Weiling; Bessenbacher, Ann; Randolph, Anthony; Harriger, Alka; Harriger, Brad |
|---|---|
| Titel | The Effect of an In-School versus After-School Delivery on Students' Social and Motivational Outcomes in a Technology-Based Physical Activity Program |
| Quelle | In: International Journal of STEM Education, 7 (2020), Artikel 28 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (McDavid, Lindley) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2196-7822 |
| DOI | 10.1186/s40594-020-00226-3 |
| Schlagwörter | STEM Education; After School Programs; Self Determination; Student Motivation; Physical Activities; Minority Group Students; Psychological Needs; Educational Environment; Teacher Student Relationship |
| Abstract | Background: Expanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students' interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. After-school programs offer one means to achieve this aim, but barriers such as a lack of transportation or available teachers may limit participation for some students in this context. Transitioning after-school STEM programs to in-school can provide opportunities to increase reach by removing these and other barriers. However, it is likely that this change in the learning context, from after-school to in-school, impacts student experiences and, ultimately, program efficacy by altering how students and teachers interact; as teachers and students adjust their behaviors and expectations to a more traditional learning context. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for underserved youth. In-school (N = 244; 39% girls, M[subscript age] = 13, 63% Caucasian, 18% African American, 6% Multiracial) and after-school (N = 70, 33% girls, M[subscript age] = 12, 55% Caucasian, 16% Multiracial, 13% Latino/a) program students completed surveys that assessed teacher-student interactions, and student psychological needs and motivation. In a structural equation model, student perceptions of teachers were entered as predictors of motivation for the program directly and mediated by psychological need satisfaction. Learning context (0 = in-school, 1 = after-school) was entered as a ubiquitous predictor. Results: Findings support the theorized model where perceptions of teachers positively predicted psychological need satisfaction (R[superscript 2] = 0.20), and both variables positively predicted more self-determined motivation (R[superscript 2] = 0.30-0.35). Findings also demonstrate an effect of learning context where learning context negatively predicted the less self-determined motivations only (R[superscript 2] = 0.06-0.10) (i.e., in-school contexts are associated with less desirable motivational outcomes). Conclusion: Findings reinforce the instrumental role of students' positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. Additionally, in-school programs must consider and integrate novel approaches that mitigate the negative impact of established in-school structures and processes (e.g., grades and mandatory participation) on student motivation for these programs and, potentially, interest in STEM careers. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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