A Norwegian Out-of-School Mathematics Project's Influence on Secondary Students' STEM Motivation

Autor/inn/en	Jensen, Fredrik; Sjaastad, Jørgen
Titel	A Norwegian Out-of-School Mathematics Project's Influence on Secondary Students' STEM Motivation
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 6, S.1437-1461 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9401-4
Schlagwörter	Foreign Countries; STEM Education; Focus Groups; Questionnaires; Extracurricular Activities; Secondary School Students; Mathematics Achievement; Attendance; Academic Persistence; Student Motivation; Instructional Effectiveness; Educational Environment; Interpersonal Relationship; Influences; Expectation; Student Attitudes; Norway + Suchen Sie Ihr Suchwort? Ausland; STEM; Fragebogen; Außerunterrichtliche Aktivität; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Anwesenheit; Schulische Motivation; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Influence; Einfluss; Einflussfaktor; Expectancy; Erwartung; Schülerverhalten; Norwegen
Abstract	Considerable resources are spent on initiatives aiming to increase achievement and participation in science, technology, engineering, and mathematics (STEM). Drawing on focus group interviews and a questionnaire study with participants in ENT3R, a Norwegian out-of-school mathematics program, we investigated why participants attended and stayed in this program and assessed how it influenced participants' STEM motivation. The authors identified 3 aspects of ENT3R highlighted by the participants: The instructors provided good teaching, the instructors created a positive atmosphere, and the instructors engaged in interpersonal relationships. Moreover, drawing on the expectancy-value model, the authors found that ENT3R appeared to influence 5 factors in the model that are important for STEM motivation: expectation of success, interest-enjoyment value, attainment value, utility value, and cost. This study points to the importance of carefully recruited and trained instructors and of flexible, responsively designed extracurricular programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10