The Ripple Effect: Engineering and Computer Science Classroom Network Relations of Motivation and Persistence Intentions (Poster 31)

• In Event: AERA Poster Session Friday 1:30 p.m.
  In Poster Session: Patterns, Networks, Trajectories, and More! Exploring Individual Beliefs and Diverse Correlates

Abstract

At the intersection of the Stereotype Inoculation Model and Social Network theories, this study analyzes associations between social connections and motivational factors (e.g., domain identity) among a sophomore-/junior-level Engineering and Computer Science (ECS) classroom network. Linear Network Autocorrelation Model results revealed students who had similar ECS identity scores were likely connected to one another within their classroom network. Additionally, higher ECS values were associated with higher STEM persistence, such that an increase in ECS values for one student not only increased their persistence intentions but also had a ripple effect on the intentions of their connections. These network effects on motivational processes have practical implications for classroom practices that will best serve all students in ECS undergraduate classes.

Authors

• Rachelle M. Pedersen, Texas Tech University

• Megan Patterson, Texas A&M University

• Michael A. de Miranda, Texas A&M University

• Karan Watson, Texas A&M University

• Paul R. Hernandez, Texas A&M University