Motivational Experiences in Learning Gardens: Students' Science Identity, Engagement, and Achievement From Sixth to Eighth Grade

• In Event: 43.014 - Science and Motivation Within Sociocultural Contexts

Abstract

This longitudinal study draws on motivational models derived from self-determination theory to assess students’ motivational experiences in a garden-based science program and test whether those experiences correspond to higher levels of science identity, engagement, and achievement during middle school. 161 diverse students were followed for up to five time points from sixth to eighth grade. At all five time points, students whose overall motivational experiences in garden activities (which included self-appraisals of relatedness, competence, and autonomy; engagement; and re-engagement) were in what we termed “Level A” (the upper third) had higher levels of all three science outcomes than did students with “Level B” (middle third) and/or “Level C” (lower third) garden experiences. Implications for promoting STEM equity are discussed.

Authors

• Heather Anne Brule, Portland State University

• Ellen Skinner, Portland State University

• Dilafruz R. Williams, Portland State University

• Sybil Kelley, Portland State University