Intrinsic Motivation of Women in STEM: A Self-Determination Theory Perspective (Poster 36)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Learning and Motivation in STEM

Abstract

Guided by self-determination theory (SDT; Deci & Ryan, 1985) and using a phenomenological approach, we sought to explore the intrinsic motivation of women in STEM (science, technology, engineering, mathematics). Within SDT, intrinsic motivation is fostered by fulfilling three basic psychological needs—autonomy, relatedness, and competence. Using this framework, we interviewed four women enrolled in an introductory Electrical and Computer Engineering (ECE) course about their autonomy, relatedness, competence, and overall experiences as women in STEM. All participants highlighted the significance of peer interactions, noting that being women distinctly shaped these interactions and their intrinsic motivation. These findings reveal a multifaceted view towards understanding gender dynamics present in male-dominated academic fields.

Authors

• Aparajita Vemuri, University of Illinois at Urbana-Champaign

• Amos Jeng, University of Michigan

• Michelle Perry, University of Illinois at Urbana-Champaign