Motivational Dynamics of STEM Identity Formation: Network Analysis of the Dynamic Systems Model of Role Identity

• In Event: Complexity in Motivation and Engagement Research: Evidence for Contextual Dynamic Patterns

Abstract

Objectives/Purpose

Informal learning experiences have the potential to dramatically shape student identities toward STEM, however there is little evidence to document the motivational dynamics of the formation process in populations of middle school students. Our study examined the Dynamic Systems Model of Role Identity (DSMRI; Kaplan & Garner, 2017) over a three week period during an engineering summer camp (week 1 = summer camps, week 2 = lecture/instruction, week3 = group build project). Using a longitudinal survey method, we examined how students' identity changed during this three week period (8 time points) using EBICglasso network analysis.

Perspectives/Theoretical Framework

The DSMRI has been utilized to measure change in identity formation during informal learning experiences (Garner, Kaplan & Pugh, 2016; Garner, Matheny, Rutledge, & Kuhn 2021). The DSMRI consists of 5 components: emotions, ontological and epistemological beliefs, purpose and goals, self-perceptions and definitions, and perceived action possibilities that comprise role identity (e.g. trying on the role of an engineer). Informal STEM education experiences are considered critical to developing the future STEM workforce (Okrent & Burke, 2021). However, no studies have examined the role of motivation in the formation process in a population of middle schools students.

Methods

Participants were a diverse group of 36 middle school students (grade 6-8) recruited from the surrounding school district. The group’s racial/ethnic identity consisted of white, non-Hispanic (32.7 percent), Hispanic (21.8 percent), Asian, non-Hispanic (14.5 percent), Multiracial, non-Hispanic (14.5 percent), Black or African American (10.9 percent), other, non-Hispanic (3.6 percent), and American Indian and Alaska Native, non-Hispanic (1.8 percent).
Data Sources

The students responded to a survey distributed through Mentimeter. The survey was administered at the end of the day, and it was constructed using existing measures aligned with DSMRI’s 5 components. Table 1 summarizes the study measures.
Results

Analysis of descriptive statistics indicated means and standard deviations were good evidence of normality, and omegas for each scale exceeded .6 for all constructs at all time points. Figure 1 provides a summary of means scores over time. Figure 2 contains network plots from EBICglasso network analysis. Each unique node color signifies the construct’s DSMRI component. The results demonstrate critical between-student activation patterns in identity formation, such as the relationship between Joy and Interest during field trips, and the relationship between Self-Regulation, Perceived Instrumentality, and Future Possible Selves during build projects. Table 2 shows the shifting role of the most “between” constructs in the identity network.
Significance

The results provide evidence for how motivation activates different DSMRI identity formation patterns (e.g. from emotions to purpose/goals) over time, particularly with regard to the role of context in shaping the role, direction, and strength of relationships. The results not only provide evidence for the dynamic role of motivation in shaping identity formation, but also for the complexity of the identity system (Kaplan & Garner, 2020) and, more broadly, for the use of complex systems research approaches that can capture stability and change in psychological systems (Hilpert & Marchand, 2018).

Authors

• Hank Boone, University of Nevada - Las Vegas
  Presenting Author

• Jonathan C. Hilpert, University of Nevada - Las Vegas
  Presenting Author

• Emma Regentova, University of Nevada - Las Vegas
  Presenting Author

• Venkatesan Muthukumar, University of Nevada - Las Vegas
  Presenting Author

• Si Jung Kim, University of Nevada - Las Vegas
  Presenting Author