Relations of Time Allocation With Belonging, Competence, and Interest Among Chemistry Students

• In Event: How Motivation Shapes STEM Outcomes in Postsecondary Contexts and Beyond

Abstract

Students majoring in STEM often face large workloads from their classes while also having to navigate spending time on other obligations (job, family). We examined how anticipated and weekly time allocation reports predicted weekly reports of belongingness, competence, and interest among introductory chemistry students (N=861). Weekly belongingness was positively predicted by weekly reports of time spent on classes and leisure activities. Competence was positively predicted by weekly reports of time spent on chemistry and other classes and negatively predicted by weekly reports of time spent working and anticipated plans for leisure. Weekly interest was positively predicted by weekly reports of time spent on chemistry. Thus, interindividual differences in how students use their out-of-class time can shape course-related motivational changes.

Authors

• Heather Putman, University of Cincinnati

• Patrick N. Beymer, University of Cincinnati

• Fani Lauermann, University of Bonn