Poster #3 - Moment-to-Moment Associations Between Parental Autonomy Support and Children’s STEM Engagement During Tinkering

• In Event: Poster Session 16

Abstract

In this study, we explore how parents may support children’s engagement in STEM during an at-home tinkering activity through language that encourages children's autonomy in problem solving. According to Self Determination Theory, autonomy support is necessary to promote children’s motivation, which in turn supports their engagement in learning (Ryan & Deci, 2017). In fact, several studies have linked autonomy support with positive outcomes for children’s cognitive development (Bindman et al., 20113; Clements et al. 2021) and for student engagement in school settings (Hospel & Galand, 2016; Jang et al., 2010). Our project is unique in considering possible associations between parental autonomy support and children’s learning in informal settings. Informal learning contexts, such as home, can offer valuable experiences to support early STEM interest and learning (NRC, 2009). This project examines these associations through a micro analytic approach using Hierarchical Linear Models (HLM), which allows for examination of the temporal dynamics in these parent-child interactions. We observed 61 parent-child dyads (5- to 10-year-old children, M age= 8, 31 boys) through Zoom during a tinkering challenge to create a playground ride for a toy-friend and tell a story about their toy and the ride. We coded parents’ management language in terms of autonomy support and control on scales from 1-3 (adapted from Bindman et al., 2013). We coded children’s STEM engagement in the activity, such as setting goals, planning, providing or eliciting explanations, evaluating, and solving problems. We hypothesized that parental autonomy support would be associated with higher STEM engagement, whereas controlling management language would be associated with lower STEM engagement. We also hypothesized that these associations would unfold moment-to-moment, and that parents’ management language in one (1- minute) interval would predict children’s STEM engagement in the following interval. Finally, we expected that these associations would be stronger for older children compared to younger children. Parents’ controlling language was not correlated to children’s STEM engagement (p > .05). Autonomy support predicted children’s STEM engagement (R2 = 0.1, p = .009), but not after controlling for child’s gender and parents’ occupation. Time series analysis using HLM showed that autonomy support in one interval still predicted children’s STEM engagement in the subsequent interval (β10 = 0.038, p < .001) after controlling for child’s gender and parents’ occupation. The study makes theoretical contributions to understanding the role of parental autonomy support and control in children’s STEM engagement in informal learning contexts. Specifically, it suggests that autonomy support can promote children’s STEM learning, and can do so moment-to-moment during an informal learning activity. On the other hand, parents’ controlling language may have no effects in supporting or undermining children’s STEM learning.

Authors

• Bianca Aldrich, Loyola University Chicago
  Presenting Author

• Catherine A. Haden, Loyola University Chicago