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The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs

Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increa...

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Autores principales: Hoffman, Adam J., McGuire, Luke, Rutland, Adam, Hartstone-Rose, Adam, Irvin, Matthew J., Winterbottom, Mark, Balkwill, Frances, Fields, Grace E., Mulvey, Kelly Lynn
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875952/
https://www.ncbi.nlm.nih.gov/pubmed/32804294
http://dx.doi.org/10.1007/s10964-020-01302-1
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author Hoffman, Adam J.
McGuire, Luke
Rutland, Adam
Hartstone-Rose, Adam
Irvin, Matthew J.
Winterbottom, Mark
Balkwill, Frances
Fields, Grace E.
Mulvey, Kelly Lynn
author_facet Hoffman, Adam J.
McGuire, Luke
Rutland, Adam
Hartstone-Rose, Adam
Irvin, Matthew J.
Winterbottom, Mark
Balkwill, Frances
Fields, Grace E.
Mulvey, Kelly Lynn
author_sort Hoffman, Adam J.
collection PubMed
description Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (M(age) = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.
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spelling pubmed-78759522021-02-22 The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs Hoffman, Adam J. McGuire, Luke Rutland, Adam Hartstone-Rose, Adam Irvin, Matthew J. Winterbottom, Mark Balkwill, Frances Fields, Grace E. Mulvey, Kelly Lynn J Youth Adolesc Empirical Research Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (M(age) = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest. Springer US 2020-08-17 2021 /pmc/articles/PMC7875952/ /pubmed/32804294 http://dx.doi.org/10.1007/s10964-020-01302-1 Text en © The Author(s) 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
spellingShingle Empirical Research
Hoffman, Adam J.
McGuire, Luke
Rutland, Adam
Hartstone-Rose, Adam
Irvin, Matthew J.
Winterbottom, Mark
Balkwill, Frances
Fields, Grace E.
Mulvey, Kelly Lynn
The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
title The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
title_full The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
title_fullStr The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
title_full_unstemmed The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
title_short The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
title_sort relations and role of social competencies and belonging with math and science interest and efficacy for adolescents in informal stem programs
topic Empirical Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875952/
https://www.ncbi.nlm.nih.gov/pubmed/32804294
http://dx.doi.org/10.1007/s10964-020-01302-1
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