Social Group Membership Increases STEM Engagement among Preschoolers

Autor/inn/en	Master, Allison; Cheryan, Sapna; Meltzoff, Andrew N.
Titel	Social Group Membership Increases STEM Engagement among Preschoolers
Quelle	In: Developmental Psychology, 53 (2017) 2, S.201-209 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000195
Schlagwörter	STEM Education; Preschool Children; Student Motivation; Preschool Education; Teaching Methods; Mathematics Instruction; Spatial Ability; Time on Task; Mathematics Skills; Student Interests; Self Efficacy; Group Activities; Meta Analysis; Social Influences; Group Membership + Suchen Sie Ihr Suchwort? STEM; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Räumliches Vorstellungsvermögen; Zeitaufwand; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studieninteresse; Self-efficacy; Selbstwirksamkeit; Gruppenaktivität; Meta-analysis; Metaanalyse; Sozialer Einfluss; Gruppenzugehörigkeit
Abstract	The American educational system currently yields disappointing levels of science, technology, engineering, and math (STEM) engagement and achievement among students. One way to remedy this may be to increase children's motivation in STEM from an early age. This study examined whether a social cue--being part of an experimental "minimal group"--increases STEM engagement in preschoolers (N = 141; 4.5-year-olds). Using a within-subjects design, participants were assigned to a group and an individual condition (counterbalanced for order) before they worked on a math task and a spatial task. Children persisted longer on, placed more pieces correctly, reported higher self-efficacy, and were more interested in the group STEM task than the individual STEM task. In addition, we conducted a continuously cumulating meta-analysis (CCMA) to combine the results of the current experiment with two previous experiments. These findings suggest that incorporating nonacademic social factors, such as group membership, into current STEM curricula could be an effective way to boost young children's STEM motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01