Collection

1997 Annual Conference

Authors

Stephanie L. Blaisdell; Mary Anderson-Rowland

-building exercises designed to emphasize the team-oriented approach to engineering. The participants were able to get to know one-another througha number of ice breaker-type exercises.TEAMS was held for the first time in June, 1996, and hosted 38 participants, 31% of whom wereminorities. Participant evaluations were extremely positive, and a pre/post questionnaireincluding the Math/Science Interest Inventory14 and the Mathematics Self-Efficacy Scale15indicated that the girls were more interested in math and science, and much more confident intheir math abilities, upon completion of the program. In 1996 TEAMS was funded by a one-timeSeized Asset Community Action (SACA) grant through the City of Tempe. TEAMS will befunded by Intel Corporation in

Collection

1997 Annual Conference

Authors

Alexandre Cabral; Rolland Viau; Denis Bédard

activities), the student’s sources ofmotivation and the consequences of this motivation on the student’s learning. Figure 1 illustratesthis model. Sources Consequences Perceptions : Perseverance Context - of the activity’s value (teaching and - of self-efficacy Choice Achievement learning activities) - of the control on the Cognitive activity Engagement Figure 1 : Motivational Dynamic (Viau, 1994)THE SOURCES OF MOTIVATION :The perception of the value of an activity is the judgment that astudent