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ERIC Number: EJ1257844
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2196-7822
EISSN: N/A
The Effect of an In-School versus After-School Delivery on Students' Social and Motivational Outcomes in a Technology-Based Physical Activity Program
McDavid, Lindley; Carleton Parker, Loran; Li, Weiling; Bessenbacher, Ann; Randolph, Anthony; Harriger, Alka; Harriger, Brad
International Journal of STEM Education, v7 Article 28 2020
Background: Expanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students' interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. After-school programs offer one means to achieve this aim, but barriers such as a lack of transportation or available teachers may limit participation for some students in this context. Transitioning after-school STEM programs to in-school can provide opportunities to increase reach by removing these and other barriers. However, it is likely that this change in the learning context, from after-school to in-school, impacts student experiences and, ultimately, program efficacy by altering how students and teachers interact; as teachers and students adjust their behaviors and expectations to a more traditional learning context. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for underserved youth. In-school (N = 244; 39% girls, M[subscript age] = 13, 63% Caucasian, 18% African American, 6% Multiracial) and after-school (N = 70, 33% girls, M[subscript age] = 12, 55% Caucasian, 16% Multiracial, 13% Latino/a) program students completed surveys that assessed teacher-student interactions, and student psychological needs and motivation. In a structural equation model, student perceptions of teachers were entered as predictors of motivation for the program directly and mediated by psychological need satisfaction. Learning context (0 = in-school, 1 = after-school) was entered as a ubiquitous predictor. Results: Findings support the theorized model where perceptions of teachers positively predicted psychological need satisfaction (R[superscript 2] = 0.20), and both variables positively predicted more self-determined motivation (R[superscript 2] = 0.30-0.35). Findings also demonstrate an effect of learning context where learning context negatively predicted the less self-determined motivations only (R[superscript 2] = 0.06-0.10) (i.e., in-school contexts are associated with less desirable motivational outcomes). Conclusion: Findings reinforce the instrumental role of students' positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. Additionally, in-school programs must consider and integrate novel approaches that mitigate the negative impact of established in-school structures and processes (e.g., grades and mandatory participation) on student motivation for these programs and, potentially, interest in STEM careers.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1640178