Motivational Factors in Makerspaces: A Mixed Methods Study of Elementary School Students' Situational Interest, Self-Efficacy, and Achievement Emotions

Autor/inn/en	Vongkulluksn, Vanessa W.; Matewos, Ananya M.; Sinatra, Gale M.; Marsh, Julie A.
Titel	Motivational Factors in Makerspaces: A Mixed Methods Study of Elementary School Students' Situational Interest, Self-Efficacy, and Achievement Emotions
Quelle	In: International Journal of STEM Education, 5 (2018), Artikel 43 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vongkulluksn, Vanessa W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-018-0129-0
Schlagwörter	STEM Education; Elementary School Students; Self Efficacy; Program Effectiveness; Shared Resources and Services; Educational Technology; Technology Uses in Education; Emotional Development; Student Interests + Suchen Sie Ihr Suchwort? STEM; Self-efficacy; Selbstwirksamkeit; Gemeinwirtschaft; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gefühlsbildung; Studieninteresse
Abstract	Background: Design-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning. Since these programs have largely been implemented for middle school and older students, less is known about their motivational implications in elementary school contexts. The purpose of this study was to understand how elementary school students' (grades 3-6) self-efficacy changed throughout the semester of a design-based makerspace course, and how these changes are associated with experiences of positive and negative achievement emotions. Additionally, this study investigated how self-efficacy and achievement emotions are related to students' interest development in the makerspace course. Results: Results of hierarchical growth modeling showed that although students' self-efficacy and situational interest remained moderately high during the course, both declined over the makerspace semester. Further, self-efficacy, as well as experiences of excitement and frustration with project tasks were found to be associated with students' situational interest. Interpretive analysis of student think-aloud interviews and classroom observations supported these findings. Conclusions: Design-based makerspaces have the potential to trigger elementary school students' interest in STEM activities. However, the iterative design process can lead to suboptimal outcomes on students' self-efficacy and interest. Instructors should offer context-sensitive efficacy- and emotion-related scaffolds to foster positive makerspace experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01