National Science Foundation Education Development Center Youth Motivation, Interest, and Identity...

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


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


• 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?


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


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


ITEST and MotivationITEST and MotivationLarry E. SuterLarry E. Suter

NovemberNovember20102010


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.


ITEST program questionsITEST program questions

• Can an intervention change American student’s interest toward choosing a science career?


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.


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


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).


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


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


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


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/


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.”


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.


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


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.


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


Jenefer Husman, Arizona State UniversityCOMPUGIRLS: A Culturally Relevant Technology Program for Girls

DiscussantDiscussant


Discussion/Q&ADiscussion/Q&A

National Science Foundation Education Development Center Youth Motivation, Interest, and Identity...

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