Making Role Models Motivating: A Laboratory Intervention to Enhance Similarity Perceptions to a Computer Scientist

• In Event: Cognitive, Metacognitive, and Motivational Interventions Supporting Student Success in STEM: What Works, When, for Whom?

Abstract

Background/Aims
Exposure to role models can support students’ motivational beliefs in the fields of science, technology, engineering, and mathematics (STEM; Gladstone & Cimpian, 2021). Evidence also suggests that similar role models are more motivating than non-similar ones (Lawner et al., 2019). However, not all students may feel similar to the STEM role models to whom they are exposed. The purpose of this laboratory study was to examine whether an intervention activity could increase students’ perceptions of similarity to a computer science role model and, in turn, promote students’ STEM motivational beliefs (i.e., perceived competence and task value, Eccles et al., 1983).

Method
In this pre-registered laboratory experimental study, 330 undergraduate students from a psychology subject pool (87.6% women; 86.1% white; 18.5% STEM majors) were randomly assigned to a role model similarity intervention condition (n = 113), a role model only condition (n = 108), or a control condition (n = 109). In all conditions, participants read information about various STEM career paths. In both role model conditions, participants also read a brief narrative about a successful computer scientist. This was accompanied by a photo of a white- and male-presenting computer scientist, which represents the typical demographics of this career but does not match the gender or major of most study participants (NCES, 2021). Participants in the role model similarity intervention condition then completed a writing activity reflecting on the ways in which they were similar to the computer scientist. Those in the role model only condition and the control condition summarized materials.

Participants reported their motivational beliefs for computer science in terms of perceived competence (8 items) and task value beliefs (7 items; Eccles & Wigfield, 1995). Participants in role model conditions also reported their perceptions of similarity to the computer scientist (3 items; Cohen et al., 2017). Multiple regression analyses with interaction effects were used to examine whether conditions predicted students’ motivational beliefs and to test whether the intervention showed stronger effects for certain students.

Results and Significance
Students in the similarity intervention condition reported greater perceptions of similarity compared to those in the role model only condition, demonstrating that researchers may be able to induce perceptions of similarity to STEM role models (see Table 1). Moderation analyses also revealed that the similarity intervention condition promoted perceptions of similarity more strongly among non-STEM majors compared to STEM majors. Therefore, the similarity intervention may be used to support students who may be at greater risk of not feeling similar to STEM role models.
There were no main effects on students’ motivational beliefs (see Table 1). However, the similarity intervention condition was more influential in supporting task value beliefs for students with initially high value beliefs. This corroborates prior research suggesting that similar role models are most beneficial for supporting the motivational beliefs of students who are highly identified with STEM fields (Drury et al., 2011). Findings also provide evidence about the conditions in which similar role models can most influence students’ STEM motivation.

Authors

• Xiao-Yin Chen, University of Georgia
  Presenting Author

• Emily Quinn Rosenzweig, University of Georgia
  Non-Presenting Author