Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
This research paper examines students’ situational, or activity-level, motivations in STEM classrooms, with a focus on gendered patterns of motivation in different pedagogical environments. The dataset includes over 5000 unique responses to the Situational Motivation Scale (SIMS), an instrument that measures four types of motivation (intrinsic, identified regulation, external regulation, and amotivation) based on Self-Determination Theory (SDT). The SIMS was administered weekly to undergraduate students enrolled in a diverse range of undergraduate STEM courses across multiple institutions. Variable-based quantitative analysis reveals significant differences in motivations across traditional, mixed, and non-traditional course pedagogies. Students report the most internalized motivations in non-traditional settings such as discussion- or project-based courses, and the most externalized motivations in traditional courses. Quantitative analysis also reveals significant gendered patterns in students’ situational motivational responses. For the motivation subscale measures and self-determination index (SDI), the strongest gender-based differences appear in traditionally taught courses, with women reporting lower autonomous motivations and higher controlled motivations compared to men. The motivations of men and women are both more similar, and more positive overall, in STEM courses that employ non-traditional and mixed pedagogies.
Stolk, J. D., & Zastavker, Y. V., & Gross, M. D. (2018, June), Gender, Motivation, and Pedagogy in the STEM Classroom: A Quantitative Characterization Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30556
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