Student Perceptions of Challenge, Skill, and Needs in Predicting Perceived Learning in Summer STEM Programs

• In Event: Diverse Methodological Approaches to Exploring Cognitive and Motivational Processes

Abstract

This study examined how students’ situational experience of the flow conditions (challenge and skill) and the extent to which summer STEM programs provided support for three psychological needs (autonomy, competence, and relatedness) were related to students’ perceived STEM learning. Data were gathered from 203 middle and high school students from 9 summer STEM programs using Experience Sampling Method. Results of multilevel analysis indicated that experiencing optimal conditions for flow (high challenge and skill) as well as perceiving competence support are associated with students’ perceived STEM learning. The findings advance the literature by highlighting the importance of providing both immediate and broad conditions of support for STEM learning, specifically by promoting students' perceptions of challenge, skill, and need for competence.

Authors

• Stephanie Hyewon Shin, Michigan State University

• Vicky Phun, Michigan State University

• Matthew Schell, Michigan State University

• Jennifer A. Schmidt, Michigan State University