Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs

被引:30
作者
Beymer, Patrick N. [1 ]
Rosenberg, Joshua M. [1 ]
Schmidt, Jennifer A. [1 ]
Naftzger, Neil J. [2 ]
机构
[1] Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, Erickson Hall,620 Farm Lane Rm 447, E Lansing, MI 48824 USA
[2] Aftersch & Youth Dev Amer Inst Res, 1120 E Diehl Rd,Suite 200, Naperville, IL 60563 USA
基金
美国国家科学基金会;
关键词
Choice; Affect; Engagement; Out-of-school time; STEM education; REAL-LIFE DECISION; INTRINSIC MOTIVATION; SCHOOL; PREDICTORS; AUTONOMY; METAANALYSIS; EMOTIONS; QUALITY;
D O I
10.1007/s10964-018-0814-9
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Out-of-school time programs focused on science, technology, engineering and mathematics (STEM) have proliferated recently because they are seen as having potential to appeal to youth and enhance STEM interest. Although such programs are not mandatory, youth are not always involved in making the choice about their participation and it is unclear whether youth's involvement in the choice to attend impacts their program experiences. Using data collected from experience sampling, traditional surveys, and video recordings, we explore relationships among youth's choice to attend out-of-school time programs (measured through a pre-survey) and their experience of affect (i.e., youth experience sampling ratings of happiness and excitement) and engagement (i.e., youth experience sampling ratings of concentration and effort) during program activities. Data were collected from a racially and ethnically diverse sample of 10-16 year old youth (n = 203; 50% female) enrolled in nine different summer STEM programs targeting underserved youth. Multilevel analysis indicated that choice and affect are independently and positively associated with momentary engagement. Though choice to enroll was a significant predictor of momentary engagement, positive affective experiences during the program may compensate for any decrements to engagement associated with lack of choice. Together, these findings have implications for researchers, parents, and educators and administrators of out-of-school time programming.
引用
收藏
页码:1178 / 1191
页数:14
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