Top

Gepubliceerd in:

06-02-2023 | Empirical Research

Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs

Auteurs: Angelina Joy, Channing J. Mathews, Mengya Zhao, Fidelia Law, Luke McGuire, Adam J. Hoffman, Frances Balkwill, Karen P. Burns, Laurence Butler, Marc Drews, Grace Fields, Hannah Smith, Emine Ozturk, Mark Winterbottom, Adam Rutland, Adam Hartstone-Rose, Kelly Lynn Mulvey

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 5/2023

Abstract

Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents’ science engagement, interest, and growth mindset. Participants were adolescents (M_age = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants’ science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest.

vorige artikel Patterns of Personality Development and Psychosocial Functioning in Japanese Adolescents: A Four-Wave Longitudinal Study

volgende artikel Pathways to Depressive Symptoms in a Digital Environment: The Role of Trait Affectivity and Mediation of Media Response Styles in Adolescence

Adams, J., Gupta, P., & Cotumaccio, A. (2015). Long Term Participants: A museum program enhanced girls' STEM interest, motivation and persistence. Afterschool Matters, 20, 13–20.

Ahmavaara, A., & Houston, D. M. (2007). The effects of selective schooling and self-concept on adolescents’ academic aspiration: An examination of Dweck’s self-theory. British Journal of Educational Psychology, 77(3), 613–632. https://doi.org/10.1348/000709906X120132.

Ainley, M. (2012). Students’ Interest and Engagement in Classroom Activities. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 283–302). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_13.

Ainslie, P. J., & Huffman, S. L. (2019). Human resource development and expanding STEM career learning opportunities: Exploration, internships, and externships. Advances in Developing Human Resources, 21(1), 35–48. https://doi.org/10.1177/1523422318814487.CrossRef

Aschbacher, P. R., Ing, M., & Tsai, S. M. (2013). Boosting student interest in science. Phi Delta Kappan, 95(2), 47–51. https://doi.org/10.1177/003172171309500211.CrossRef

Bae, C. L., & Lai, M. H. C. (2020). Opportunities to participate in science learning and student engagement: A mixed methods approach to examining person and context factors. Journal of Educational Psychology, 112(6), 1128–1153. https://doi.org/10.1037/edu0000410.CrossRef

Bostwick, K. C. P., Collie, R. J., Martin, A. J., & Durksen, T. L. (2017). Students’ growth mindsets, goals, and academic outcomes in mathematics. Zeitschrift für Psychologie, 225(2), 107–116. https://doi.org/10.1027/2151-2604/a000287. (Implicit Theories: The Role and Impact of Malleable Mindsets).CrossRef

Bostwick, K. C. P., Collie, R. J., Martin, A. J., & Durksen, T. L. (2020). Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement. Teaching and Teacher Education, 94, 103100 https://doi.org/10.1016/j.tate.2020.103100.CrossRef

Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971–1002. https://doi.org/10.1002/tea.20241.CrossRef

Callanan, M. A., Legare, C. H., Sobel, D. M., Jaeger, G. J., Letourneau, S., McHugh, S. R., Willard, A., Brinkman, A., Finiasz, Z., Rubio, E., Barnett, A., Gose, R., Martin, J. L., Meisner, R., & Watson, J. (2020). Exploration, explanation, and parent–child interaction in museums. Monographs of the Society for Research in Child Development, 85(1), 7–137. https://doi.org/10.1111/mono.12412.CrossRefPubMed

Dai, T., & Cromley, J. G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233–247. https://doi.org/10.1016/j.cedpsych.2014.06.003.CrossRef

Darr, C. W. (2012). Measuring student engagement: the development of a scale for formative use. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 707–723). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_34.

Dweck, C. S. (1999). Self-theories: their role in motivation, personality, and development (Essays in Social Psychology). Psychology Press.

Dweck, C. S. (2017). The Journey to Children’s Mindsets—and Beyond. Child Development Perspectives, 11(2), 139–144. https://doi.org/10.1111/cdep.12225.CrossRef

Enders, C. K. (2010). Applied missing data analysis. Guilford.

Fall, A.-M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787–798. https://doi.org/10.1016/j.adolescence.2011.11.004.CrossRefPubMed

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.CrossRef

Fredricks, J. A., Hofkens, T., Wang, M. T., Mortenson, E., & Scott, P. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55(2), 271–298. https://doi.org/10.1002/tea.21419.CrossRef

Greene, K. M., Lee, B., Constance, N., & Hynes, K. (2013). Examining youth and program predictors of engagement in out-of-school time programs. Journal of Youth and Adolescence, 42(10), 1557–1572. https://doi.org/10.1007/s10964-012-9814-3.CrossRefPubMed

Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73–86. https://doi.org/10.1016/j.cedpsych.2018.01.007.CrossRef

Habig, B., & Gupta, P. (2021). Authentic STEM research, practices of science, and interest development in an informal science education program. International Journal of STEM Education, 8(1), 57 https://doi.org/10.1186/s40594-021-00314-y.CrossRef

Harackiewicz, J., Durik, A., Barron, K., 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. https://doi.org/10.1037/0022-0663.100.1.105.CrossRef

Hoffman, A. J., McGuire, L., Rutland, A., Hartstone-Rose, A., Irvin, M. J., Winterbottom, M., Balkwill, F., Fields, G. E., & Mulvey, K. L. (2020). The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs. Journal of Youth and Adolescence, 54, 314–323.

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. https://doi.org/10.1080/10705519909540118.CrossRef

Huang, X., Zhang, J., & Hudson, L. (2018). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: The gender moderating effect. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-018-0403-z.

Lee, C. S., Hayes, K. N., Seitz, J., DiStefano, R., & O’Connor, D. (2016). Understanding motivational structures that differentially predict engagement and achievement in middle school science. International Journal of Science Education, 38(2), 192–215. https://doi.org/10.1080/09500693.2015.1136452.CrossRef

Lee, Y.-k, & Seo, E. (2019). Trajectories of implicit theories and their relations to scholastic aptitude: A mediational role of achievement goals. Contemporary Educational Psychology, 59, 101800 https://doi.org/10.1016/j.cedpsych.2019.101800.CrossRef

Lewis, M. D., & Granic, I. (2000). Emotion, development, and self-organization: Dynamic systems approaches to emotional development. Cambridge University Press. https://doi.org/10.1017/CBO9780511527883.

Liu, A. S., & Schunn, C. D. (2018). The effects of school-related and home-related optional science experiences on science attitudes and knowledge. Journal of Educational Psychology, 110(6), 798–810. https://doi.org/10.1037/edu0000251.CrossRef

Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with development of students’ growth mindset. Journal of Applied Developmental Psychology, 76, 101299 https://doi.org/10.1016/j.appdev.2021.101299.CrossRef

Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599–620. https://doi.org/10.1037/edu0000153.CrossRef

Muthén, L. K., & Muthén, B. O. (2013). Mplus User’s Guide. Seventh Edition. Muthén & Muthén.

National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. National Academies Press.

Ortiz Alvarado, N. B., Rodríguez Ontiveros, M., & Ayala Gaytán, E. A. (2019). Do Mindsets Shape Students’ Well-Being and Performance? The Journal of Psychology, 153(8), 843–859. https://doi.org/10.1080/00223980.2019.1631141.CrossRefPubMed

Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020). The development of grit and growth mindset during adolescence. Journal of Experimental Child Psychology, 198, 104889 https://doi.org/10.1016/j.jecp.2020.104889.CrossRefPubMedPubMedCentral

Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. S., & Pituch, K. A. (2016). Daily interest, engagement, and autonomy support in the high school science classroom. Contemporary Educational Psychology, 46, 180–194. https://doi.org/10.1016/j.cedpsych.2016.06.002.CrossRef

Renninger, K. A., & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58–69. https://doi.org/10.1080/00461520.2014.999920.CrossRef

Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227–234. https://doi.org/10.1037/a0035490.CrossRefPubMed

Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411–427. https://doi.org/10.1002/sce.21007.CrossRef

Schmidt, J. A., Shumow, L., & Kackar-Cam, H. Z. (2017). Does mindset intervention predict students’ daily experience in classrooms? A comparison of seventh and ninth graders’ trajectories. Journal of Youth and Adolescence, 46(3), 582–602. https://doi.org/10.1007/s10964-016-0489-z.CrossRefPubMed

Schwan, S., Grajal, A., & Lewalter, D. (2014). Understanding and engagement in places of science experience: Science museums, science centers, zoos, and aquariums. Educational Psychologist, 49(2), 70–85. https://doi.org/10.1080/00461520.2014.917588.CrossRef

Selig, J. P., & Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. In Handbook of developmental research methods. (pp. 265–278). The Guilford Press.

Seo, E., Shen, Y., & Alfaro, E. C. (2019). Adolescents’ beliefs about math ability and their relations to STEM career attainment: Joint consideration of race/ethnicity and gender. Journal of Youth and Adolescence, 48(2), 306–325. https://doi.org/10.1007/s10964-018-0911-9.CrossRefPubMed

Shaby, N., Assaraf, O. B.-Z., & Tal, T. (2017). The particular aspects of science museum exhibits that encourage students’ engagement. Journal of Science Education and Technology, 26(3), 253–268. https://doi.org/10.1007/s10956-016-9676-7.CrossRef

Shively, R. L., & Ryan, C. S. (2013). Longitudinal changes in college math students’ implicit theories of intelligence. Social Psychology of Education, 16(2), 241–256. https://doi.org/10.1007/s11218-012-9208-0.CrossRef

Todor, I. (2014). Investigating “the old stereotype” about boys/girls and mathematics: gender differences in implicit theory of intelligence and mathematics self-efficacy beliefs. Procedia - Social and Behavioral Sciences, 159, 319–323. https://doi.org/10.1016/j.sbspro.2014.12.380.CrossRef

Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist, 18(2), 136–147. https://doi.org/10.1027/1016-9040/a000143. (School Success).CrossRef

Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-26474-003&site=ehost-live.CrossRef

Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The Math and Science Engagement Scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16–26. https://doi.org/10.1016/j.learninstruc.2016.01.008.CrossRef

Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. https://doi.org/10.1111/j.1532-7795.2011.00753.x.CrossRef

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., Hahn, P. R., Gopalan, M., Mhatre, P., Ferguson, R., Duckworth, A. L., & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y.

Yuan, K.-H., & Bentler, P. M. (2000). Robust mean and covariance structure analysis through iteratively reweighted least squares. Psychometrika, 65(1), 43–58. https://doi.org/10.1007/BF0229418.

Titel: Interest, Mindsets and Engagement: Longitudinal Relations in Science Orientations for Adolescents in Informal Science Programs
Auteurs: Angelina Joy
Channing J. Mathews
Mengya Zhao
Fidelia Law
Luke McGuire
Adam J. Hoffman
Frances Balkwill
Karen P. Burns
Laurence Butler
Marc Drews
Grace Fields
Hannah Smith
Emine Ozturk
Mark Winterbottom
Adam Rutland
Adam Hartstone-Rose
Kelly Lynn Mulvey
Publicatiedatum: 06-02-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 5/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-023-01734-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 5/2023

Association between School Contexts and the Development of Subjective Well-Being during Adolescence: A Context-Sensitive Longitudinal Study of Life Satisfaction and School Satisfaction

Attachment to Peers and School: Longitudinal Moderators of the Relation Between Caregiver Psychological Distress and Adolescent Hopelessness

Correction: Identity Formation, Body Image, and Body-Related Symptoms: Developmental Trajectories and Associations Throughout Adolescence

Longitudinal Association between Maternal Autonomy Support and Controlling Parenting and Adolescents’ Depressive Symptoms

Contextual Influence of School-Level Gender Role Attitudes and Sexual Prejudice on Allyship, Bullying, and Internalized Homonegativity

Correction: Attachment to Peers and School: Longitudinal Moderators of the Relation between Caregiver Psychological Distress and Adolescent Hopelessness