Factors That Predict Adolescents' Engagement with STEM in and out of School

Autor/inn/en	Mulvey, Kelly Lynn; Cerda-Smith, Jacqueline; Joy, Angelina; Mathews, Channing; Ozturk, Emine
Titel	Factors That Predict Adolescents' Engagement with STEM in and out of School
Quelle	In: Psychology in the Schools, 60 (2023) 9, S.3648-3665 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulvey, Kelly Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22946
Schlagwörter	High School Students; Grade 9; Grade 10; STEM Education; Learner Engagement; Activism; Student Behavior; Public Schools; Females; Student Attitudes; Barriers; Scientists; Group Membership; Individual Development; World Views; Extracurricular Activities + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; STEM; Aktivismus; Politischer Protest; Student behaviour; Schülerverhalten; Public school; Öffentliche Schule; Weibliches Geschlecht; Scientist; Wissenschaftler; Gruppenzugehörigkeit; Individuelle Entwicklung; World view; Weltanschauung; Außerunterrichtliche Aktivität
Abstract	Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included ninth and tenth grade students (N = 852) from ethnically diverse public schools in the Southeastern United States, approximately evenly divided by gender. Findings from regression analyses revealed that girls and participants who perceive educational barriers to STEM were less engaged in STEM classes, whereas those who reported learning about more male scientists in class, and those who reported higher levels of belonging, STEM growth mindset, and STEM motivation were more engaged in STEM classes. Those who reported higher critical motivation, critical action, belonging, and STEM motivation were more engaged in STEM activism outside of school. Findings suggest that STEM teachers and out-of-school program developers may learn new ways to engage students from each other. Further, findings highlight some factors that may promote engagement in STEM both in and out of schools such as belonging and STEM motivation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01