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Your search keyword '"Informal learning context"' showing total 2 results
Start Over Descriptor "Informal learning context" Topic social competencies
2 results on '"Informal learning context"'

1. The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs.

Author

Hoffman, Adam J., McGuire, Luke, Rutland, Adam, Hartstone-Rose, Adam, Irvin, Matthew J., Winterbottom, Mark, Balkwill, Frances, Fields, Grace E., and Mulvey, Kelly Lynn

Subjects
*SOCIAL skills in adolescence, *STEM education, *SOCIAL belonging, *ETHNIC groups, *MATHEMATICS, *MOTIVATION (Psychology), *SELF-efficacy, *SOCIAL integration
Abstract

Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (Mage = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest. [ABSTRACT FROM AUTHOR]

Published
2021
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2. The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs

Author

Frances R. Balkwill, Grace E. Fields, Kelly Lynn Mulvey, Matthew J. Irvin, Luke McGuire, Mark Winterbottom, Adam Rutland, Adam Hartstone-Rose, Adam J. Hoffman, Hoffman, Adam J [0000-0001-5508-3905], Apollo - University of Cambridge Repository, and Hoffman, Adam J. [0000-0001-5508-3905]

Subjects
Belonging, Social Psychology, Adolescent, common, media_common.quotation_subject, Empirical Research, Education, Developmental psychology, Social competencies, Social Skills, Informal learning context, Empirical research, Asian americans, FOS: Mathematics, Developmental and Educational Psychology, Math and science efficacy, Ethnicity, Humans, 0501 psychology and cognitive sciences, media_common, Motivation, 05 social sciences, common.demographic_type, 050301 education, Informal learning, Black British, United Kingdom, United States, Legal psychology, Health psychology, Feeling, Female, Math and science interest, Psychology, 0503 education, Social Sciences (miscellaneous), Mathematics, 050104 developmental & child psychology, White British
Abstract

Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (Mage = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.

Published
2021

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