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dc.contributor.authorHoffman, Adam J.
dc.contributor.authorMcGuire, Luke
dc.contributor.authorRutland, Adam
dc.contributor.authorHartstone-Rose, Adam
dc.contributor.authorIrvin, Matthew J.
dc.contributor.authorWinterbottom, Mark
dc.contributor.authorBalkwill, Frances
dc.contributor.authorFields, Grace E.
dc.contributor.authorMulvey, Kelly Lynn
dc.date.accessioned2021-02-11T16:16:47Z
dc.date.available2021-02-11T16:16:47Z
dc.date.issued2020-08-17
dc.date.submitted2020-06-04
dc.identifier.issn0047-2891
dc.identifier.others10964-020-01302-1
dc.identifier.other1302
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/317495
dc.description.abstractAbstract: 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.
dc.languageen
dc.publisherSpringer US
dc.rightsAttribution 4.0 International (CC BY 4.0)en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectEmpirical Research
dc.subjectSocial competencies
dc.subjectInformal learning context
dc.subjectBelonging
dc.subjectMath and science efficacy
dc.subjectMath and science interest
dc.titleThe Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs
dc.typeArticle
dc.date.updated2021-02-11T16:16:47Z
prism.endingPage323
prism.issueIdentifier2
prism.publicationNameJournal of Youth and Adolescence
prism.startingPage314
prism.volume50
dc.identifier.doi10.17863/CAM.64611
dcterms.dateAccepted2020-08-01
rioxxterms.versionofrecord10.1007/s10964-020-01302-1
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.contributor.orcidHoffman, Adam J. [0000-0001-5508-3905]
dc.identifier.eissn1573-6601
pubs.funder-project-idNational Science Foundation (DRL-1831593)
pubs.funder-project-idWellcome Trust (206259/Z/17/Z)
pubs.funder-project-idEconomic and Social Research Council (206259/Z/17/Z)


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's licence is described as Attribution 4.0 International (CC BY 4.0)