Associations of Science and Math Engagement for Adolescents in Youth Programs at Informal STEM Learning Sites

• In Event: STEM: Cognition, Motivations, and Interventions

Abstract

Introduction: Research has shown that there are many academic benefits of being engaged in school (Wang & Eccles, 2012). However, less is known about the different factors that influence engagement. The current study aimed to identify factors that are associated with increased science and math engagement, in particular, and to examine if there are differences in engagement between female and male adolescents. Recent research has demonstrated that gender stereotypes about science, technology, engineering and math (STEM) are still present in adolescence (McGuire et al., 2020), and that negative gender stereotypes can decrease students’ likelihood to pursue math (Good et al., 2012). Thus, it was expected that stereotype flexibility would be associated with math and science engagement. Additionally, research demonstrates that growth mindset can impact one’s school engagement (Tang et al., 2019). Thus, it was expected that science and math interest, as well as science and math growth mindset, would be associated with engagement.
Method: This study involved adolescent participants (N= 454, Mage= 15.12, SD= 1.72 years, 63.2% female) from the UK and the US. Participants were recruited from informal STEM learning sites where they participated in a youth educator program. The participants completed a survey at the beginning of their youth educator program, which assessed science and math interests and motivation.
Results: ANOVA analyses documented that participants were more cognitively than socially engaged in their math and science classes. Participants were also more interested in science than math, and there were no gender differences for math and science interest. Hierarchical regression analyses were conducted to examine associations of engagement. Science interest and science and math growth mindset were associated with behavioral, emotional, and social engagement (see Tables 1 & 2). Science interest, science and math growth mindset, and stereotype flexibility were associated with cognitive engagement (see Table 1). Lastly, there were no gender differences for any of the four types of engagement.
Discussion: These results document the importance of science interest and science and math growth mindset for engagement in science and math classes. As adolescents often show a decline in school engagement with age (Wang & Eccles, 2012), it is critical to identify factors which might promote sustained or increased engagement during adolescents. The current study provides evidence that targeting interest and mindsets may be especially promising avenues for interventions to encourage adolescents’ science and math engagement in school.

Authors

• Angelina Joy, Purdue University, West Lafayette
  Presenting Author

• Fidelia Law, University Of Exeter
  Non-Presenting Author

• Kelly Lynn S Mulvey, North Carolina State University
  Non-Presenting Author

• Adam Rutland, University Of Exeter
  Non-Presenting Author

• Adam Hartstone-Rose, North Carolina State University
  Non-Presenting Author

• Luke McGuire, University Of Exeter
  Non-Presenting Author

• Frances Balkwill, Queen Mary University of London
  Non-Presenting Author

• Karen Burns, Virginia Aquarium
  Non-Presenting Author

• Melissa Chatton, Florence Nightingale Museum London
  Non-Presenting Author

• Marc Drews, EdVenture Children’s Museum
  Non-Presenting Author

• Natalie Eaves, Birmingham Museums
  Non-Presenting Author

• Grace Fields, Riverbanks Zoo
  Non-Presenting Author

• Mark Winterbottom, University of Cambridge
  Non-Presenting Author