national science foundation education development center youth motivation, interest, and identity...
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National Science Foundation Education Development Center
Youth Motivation, Youth Motivation, Interest, and Interest, and
Identity Identity and STEM Career and STEM Career
DevelopmentDevelopment
Moderator: Moderator:Alyssa Na’imAlyssa Na’im
NSF ITEST NSF ITEST Learning Learning
Resource CenterResource Center
November 4, 2010November 4, 2010
National Science Foundation Education Development Center
Today’s WebinarToday’s WebinarOverview Alyssa Na’im, ITEST Learning Resource Center
Motivation, Career Development and the ITEST Program Larry Suter, National Science Foundation
ITEST Project presentations Jill Denner, ETR Associates
Girl Game Company
Michael Barnett and David Blustein, Boston College Urban Ecology, Information Technology, and Inquiry Science for Students and Teachers
Discussant Jenefer Husman, Arizona State University
COMPUGIRLS: A Culturally Relevant Technology Program for Girls
Q&A/Discussion
National Science Foundation Education Development Center
• The ITEST experience – including more than 160 projects across 39 states – helps young people and teachers build the skills and knowledge needed to succeed in a technologically rich society.
• Starting in 2003, through a $140 million federal investment from NSF, ITEST impacts more than:– 189,800 students, grades K–12
– 6,800 teachers
– 2,000 parents and caregivers
• NSF ITEST Learning Resource Center at the Education Development Center (http://itestlrc.edc.org/)
What is ITEST?What is ITEST?
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ITEST PortfolioITEST Portfolio
Bioscience includes bioinformatics, biotechnology, DNA analysis/sequencing, and biomedicine
Computer Science – Gaming & Simulations includes use and creation of gaming and simulations in formal & informal education
Engineering includes
aerospace, design, robotics
and nanotechnology
Environmental Science includes GIS/GPS, remote sensing technology, climate modeling, and ecological research and analysis
Computer Science includes: programming; web development; multimedia – audio, video and animation; computer hardware; general skills and mathematics
Mathematics includes the use of algebra, geometry, calculus, and other mathematical principles to solve real world problems
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ITEST ProgramITEST Program
• Goals of the ITEST Program– Improve STEM content knowledge– Boost interest in STEM– Increase interest in STEM careers
• Role of the ITEST Learning Resource Center– Facilitate collaboration among projects– Provide technical assistance– Tighten the research/practice cycle– Compile and disseminate ITEST project models,
materials, practices, evaluation resources, publications
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ITEST and MotivationITEST and MotivationLarry E. SuterLarry E. Suter
NovemberNovember20102010
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ITEST programITEST program
• The purpose of ITEST is to find innovative educational methods that encourage K-12 American students to enter STEM careers.
• Evaluating the impact of any intervention requires measurement of change and reliable interpretation of results.
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ITEST program questionsITEST program questions
• Can an intervention change American student’s interest toward choosing a science career?
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Today’s PurposesToday’s Purposes
• Discuss How Change in Career Interest was measured in 2 ITEST projects.
• Share conceptual frameworks and measurement methods.
• Encourage thought about the purpose and use of data on the impact of school interventions on student career motivation.
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ITEST Project Claims:ITEST Project Claims:
• Motivation toward STEM careers is greatest when students :– Use IT materials in science classrooms– Work in teams – Develop computer games – Participate in technology summer camps – Build computer models
– Their teachers have had professional
development in technology
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Motivation Defined:
• Motivation is derived from the Latin verb movere (to move). Motivation is something that gets us going, keeps us moving, and helps us complete tasks.
• “Motivation is the process whereby goal-directed activity is instigated and sustained”.
• Motivation is not directly observed but is inferred from observing behavior such as choice of tasks, effort, persistence, and verbal comments. (Pintrich and Shunk, 2002).
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Career DevelopmentCareer Development
• Motivation, interest and identity are key factors in helping youth persist in STEM education and STEM career development
• The ITEST experience (exposure, hands on experience, solving challenging problems) occurs at a very important time for young people when it can make an important difference that influences a youth’s career trajectory
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General theories of motivation General theories of motivation
• Snow: Cognition, Conation, Affection • Deci: Self-determination theory• Bandura: Attribution theory: Motivation
and Self Regulation• Eccles: Expectancy Value Model • Dweck: Competence and motivation• Karabenick: measures of motivation
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Selected Aspects of MotivationSelected Aspects of Motivation
• Intrinsic versus Extrinsic Motivation:– driven by rewards external to that activity
• Flow: – total concentration of actor
• Self-Efficacy:– self knowledge (not same as self-concept
or self-esteem)
• Attribution:– How account for success
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ResourcesResources
Eccles: GARP– http://www.rcgd.isr.umich.edu/garp/index.htm
Deci: Self Determination Theory– http://www.psych.rochester.edu/SDT/
Karabenick: Measurement– http://mspmap.org/
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Examples of Self-Efficacy and Concept Examples of Self-Efficacy and Concept itemsitems
Self-efficacy items:• “How easy would it be for you to perform the following
tasks on your own?”• “Explain why earthquakes occur more frequently in some
areas than in others?“• “Describe the role of antibiotics in the treatment of
disease:”
Self-concept items:• “I learn school science topics quickly.”• “When I am being taught school science, I can understand
the concepts very well.”
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References:Boekaerts, Monique and Corno, Lyn (2005). “Self-Regulation in the Classroom: A
Perspective on Assessment and Intervention” Applied Psychology: An International Review, 2005, 54 (2), 199–231.
Corno, Lyn and. Mandinach, Ellen B (2004) “What we have learned about Student Engagement in the Past Twenty Years”. Big Theories A Volume in: Research on Sociocultural Influences on Motivation and Learning, pages 297–326.
Dweck, Carol S (2005). Handbook of Competence and Motivation. Dweck, Carol S. (2000). Self Theories: Their Role in Motivation. Dweck, Carol S. (1998). Motivation and Self Regulation Across the Life.
OECD (2007). PISA 2006 Science Competencies for Tomorrow’s World Volume 1: Analysis.
Sternberg, Robert. (2005). “Intelligence, Competence, and Expertise”, Handbook of Competence and Motivation. Chapter 2.
National Academy of Sciences (2007):Taking Science to School.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.
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References:
Eccles, J., Brown, B.V., & Templeton, J. (2008). A developmental framework for selecting indicators of well-being during the adolescent and young adult years. In B.V. Borwn (Ed.), Key indicators of child and youth well-being (pp. 197-236). New York, NY: Lawrence Erlbaum Associates.
Pintrich P., Smith D., Garcia T., McKeachie W. (1991). "A Manual for the Use of the Motivated Strategies forLearning Questionnaire". Technical Report 91-B-004. The Regents of The University of Michigan.
Pintrich, P., Schunk, Dale (2002) Motivation in Education: Theory, Research, and Applications. Merrill Prentice Hall. New Jersey.
Deci, E. L. and Ryan, R. Theoretical Overviews and Research Reviews. http://www.psych.rochester.edu/SDT/publications_browse.php
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Assessment and methodology issues:Assessment and methodology issues:
Linnenbrink-Garcia, L., Durik, A.M., Conley, A., Barron, K.E., Tauer, J.M., Karabenick, S.A., & Harackiewicz, J.M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70, 647-671.
Harackiewicz, J.M. & Barron, K. E. (2004). Conducting social psychological research in educational settings: Lessons we learned in school. In C. Sansone, C.C. Morf, & A.T. Panter (Eds.), The Sage handbook of methods in social psychology (pp. 471-484). Thousand Oaks, CA: Sage Publications.
Hulleman, C.S., Schrager, S.M., Bodman, S.M., & Harackiewicz, J.M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449.
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Overview:Overview:
Harackiewicz, J.M. & Hulleman, C.S. (2010). The importance of interest: The role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4, 42-52.
Utility value:Hulleman, C.S. & Harackiewicz, J.M. (2009). Promoting interest and
performance in high school science classes. Science, 326, 1410-1412.
Achievement goals:Harackiewicz, J.M., Durik, A.M., Barron, K.E., Linnenbrink-Garcia, L., & Tauer, J. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100. 105-122.
59 girls50+ hoursMiddle school (mean=10.6 years at
pre-test)75% Latina10-16 months
Eccles’ expectancy-value frameworkSubjective task value
Interest in computers and computing careers
Perceived value of computersExpectations for success
Self efficacy with computing
• Learning about computers is worthwhile.• Knowing how to work with computers
will increase my job choices.• Learning about computers is a waste of
time.• I can’t think of any way that I will use
computers in my career.• I expect to have little use for computers
in my daily life.• I know what types of classes to take in
high school if I want to have a career in technology and computers
I will use computers many ways in my life.
I positively do NOT want to have a job that uses a lot of technology.
I would like a job working with computers or technology.
Careers in computers and technology are exciting.
I would like to learn more about computers
Attitude Pre-test Post-test Difference PValue 3.6 3.9 0.3 0.02 Interest 3.8 3.9 0.1 0.31
Computing (post)
Computing (pre) No YesNo 41 12Yes 1 5____ Total 42 17
Perceived value of computing increased
Little relationship between pre-Value and post- Value
Interest in computing No change on questionnaire Significant change in qualitative data
Are means meaningful?
Urban Ecology and Information Technology
Michael Barnett: Science Education
David Blustein: Counseling Psychology
Lynch School of Education
http://urbanecologyscience.org/
Project focus
• Interdisciplinary science– uses tools of natural
and physical sciences and social sciences to studies cities (Grimm, et al, 2008)
• GPS, GIS, Computer modeling
• Urban students– All of our students are
students of color
Frame: Self-Determination Theory
• What are the major problems in motivating students to explore STEM careers?– Intrinsic interest vs. extrinsic interests…
– How can we help students explore STEM careers to evoke intrinsic interests?
– What can we do when students are not intrinsically interested?
• Self-determination theory (SDT) (Deci & Ryan, 2000)– Motivation that focuses on the social and environmental conditions that either
promotes or disturbs the development of intrinsic motivation, and on the shift from external to intrinsic motivation
• The four ingredients of intrinsic motivation:– Competence- The ability of a student to perform a task well.
– Autonomy- The self-awareness of a student’s own competence of the subject.
– Confidence- The student has the understanding of the material and he/she participates in discussions with no hesitation.
– Relatedness- Students enjoy working on things that they are interested in and seeing/working with others who are doing the same
A Continuum motivation
• Deci and Ryan’s conceptualization (2000)
Our program – data and analysis
• On average 60 students per year– 35 students stayed with the program over time– Program was not designed to retain kids… kids
wanted to return
• 6 time points of data pre-post summer program
• HLM analysis looking for growth over time on scales:– Science Interest, Career Planning, Work Hope,
Self-efficacy, and Ecological Mindset
Science Interest – 6 time points
Self-Efficacy – 6 time points
Self-efficacy scatter
Gender difference: Self-efficacy
Gender differences: Interest
Other outcomes
• All 75 graduates in college– 45 majoring in a STEM area
• “needed a nudge”
• Interviews revealed that– Social justice and environmental
justice provided the relevance for the science
– The dips during school • School-science very different than
what they experienced • Took time to make connections to the
world of work
What we struggle with…
• Prediction– Are any of the scales we are using able to predict
students entry into STEM? – Of the 45 students still majoring in STEM what impact
did participation have on persistence?• How to measure persistence?
• Many of our students came to the program with somewhat of an interest in science– What captures those kids who are not interested in
science? • Connection with social/environmental justice?
• Gender?
Our new program model
National Science Foundation Education Development Center
Jenefer Husman, Arizona State UniversityCOMPUGIRLS: A Culturally Relevant Technology Program for Girls
DiscussantDiscussant
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Discussion/Q&ADiscussion/Q&A