Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity.
Motivation is a key factor in engagement, achievement, and career choices in science, technology, engineering, and mathematics (STEM). While existing research has focused on student motivation toward math in formal school programs, new work is needed that focuses on motivation for those involved in...
| Publicado en: | Journal of Youth & Adolescence Vol. 53; no. 7; pp. 1542 - 1564 |
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| Autores principales: | , , , , , , , , , , , , , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Jul2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=177538239&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 177538239 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Jul2024 vid: 53 iid: 7 pid: 237 pub: Springer Nature artinfo: ui: 177538239 10.1007/s10964-024-01949-0 ppf: 1542 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity. aug: au: Ozturk, Emine Zhao, Mengya Hoffman, Adam J. Joy, Angelina Marlow, Christina S. Law, Fidelia Deutsch, Ashley R. Mathews, Channing J. McGuire, Luke Balkwill, Frances Burns, Karen Butler, Laurence Drews, Marc Fields, Grace Smith, Hannah Winterbottom, Mark Rutland, Adam Hartstone-Rose, Adam Mulvey, Kelly Lynn affil: https://ror.org/04tj63d06 North Carolina State University, Raleigh, NC, USA https://ror.org/03yghzc09 University of Exeter, Exeter, UK https://ror.org/04xs57h96 University of Liverpool, Liverpool, UK https://ror.org/05bnh6r87 Cornell University, Ithaca, NY, USA https://ror.org/02dqehb95 Purdue University, West Lafayette, IN, USA https://ror.org/0524sp257 University of Bristol, Bristol, UK https://ror.org/0153tk833 University of Virginia, Charlottesville, VA, USA Centre of Cell, Queen Mary University of London, London, UK https://ror.org/00q6g3329 Virginia Aquarium & Marine Science Center, Virginia Beach, VA, USA Thinktank Birmingham Science Museum, Birmingham, UK EdVenture Children's Museum, Columbia, SC, USA School District Five of Lexington and Richland Counties, Columbia, SC, USA https://ror.org/048vjr484 Florence Nightingale Museum, London, UK https://ror.org/013meh722 University of Cambridge, Cambridge, UK su: Sex distribution Age distribution Motivation (Psychology) Student attitudes Vocational guidance Adolescence Mathematics Research funding Questionnaires Descriptive statistics Chi-squared test Mann Whitney U Test Learning strategies Confidence intervals sug: subj: Sex distribution Age distribution Motivation (Psychology) Student attitudes Vocational guidance Adolescence Vocational Rehabilitation Services Mathematics Research funding Questionnaires Descriptive statistics Chi-squared test Mann Whitney U Test Learning strategies Confidence intervals keyword: Implicit intelligence Inclusivity Informal STEM experiences Latent growth model Math motivation Implicit intelligence Inclusivity Informal STEM experiences Latent growth model Math motivation ab: Motivation is a key factor in engagement, achievement, and career choices in science, technology, engineering, and mathematics (STEM). While existing research has focused on student motivation toward math in formal school programs, new work is needed that focuses on motivation for those involved in informal STEM programs. Specifically, the role of math mindset and perceived inclusivity of informal STEM sites (to those of varying gender and ethnic backgrounds) on longitudinal trajectories of adolescents' math motivation has not been explored. This study investigates longitudinal changes in math expectancy, interest, and utility values and the effects of math fixed mindset, math growth mindset, and perceptions of the inclusivity of informal STEM learning sites on these changes for adolescents participating in STEM programs at these informal sites in the United Kingdom and the United States (n = 249, M = 15.2, SD = 1.59). Three latent growth curve models were tested. The data suggest that math expectancy, interest, and utility values declined over three years. Growth mindset positively predicted changes in utility, while fixed mindset negatively predicted changes in utility. Inclusivity positively influenced the initial levels of utility. Girls reported lower initial expectancy than boys. Age influenced both the initial levels and rate of change for expectancy. Older adolescents had lower levels of expectancy compared to their younger counterparts; however, they had a less steep decline in expectancy over three years. These findings suggest that designing inclusive learning environments and promoting growth mindset may encourage math motivation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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