Sacrificing Psychological Needs Predicts Decreased Intention to Persist in Academic Goals in University STEM Students (Poster 7)

• In Event: AERA Poster Session Eleven
  In Poster Session: Motivation, Antecedents, and Outcomes

Abstract

Objective: This study examines how sacrifices to well-being made to succeed in introductory chemistry courses impact university students’ intentions to persist in their academic goals. Perspective: According to Self-Determination Theory (SDT), sacrificing fundamental psychological needs limits well-being and motivation. However, student sacrifices have rarely been investigated. Method and Data Sources: Students (N = 1062) in introductory chemistry courses at a Southeastern university self-reported their sacrifices to well-being, frustration of psychological needs, and persistence in week three and again in the last two weeks of the semester. Results: Greater sacrifices predicted frustration of autonomy and competence needs, and in turn declines in persistence. Significance: Findings improve understanding of why students may exit STEM majors, and how institutions may promote STEM retention.

Authors

• Cara E. Worick, University of Kentucky
  Presenting Author

• Peggy S. Keller, University of Kentucky
  Non-Presenting Author