Assessing interest and confidence as components of student motivation in informal STEM learning Article Swipe
Mark Blair
,
Stephen Frezza
·
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.1109/fie44824.2020.9273939
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.1109/fie44824.2020.9273939
This Work In Progress submission focuses on the deployment of assessment metrics of informal Science, Technology, Engineering and Mathematics (STEM) education conducted in various pre-college settings. Informal STEM Learning (ISL) is "learning [that] occurs across the lifespan and in places and spaces beyond schools or the school day" -NSF. NSF guidance recommends --among others-- the measure of the impact category of interest or engagement. The authors ask what is interest? What are the measures of its success? And how do we measure them? The authors theorize that interest as an emotional experience alone is not enough to compel learning behaviors and compose a composite model of interest and confidence. The authors suggest the psychological concepts of "motivation" and "self-efficacy" as a framework to devise measurements of interest/confidence. The authors propose an analytic model using QR codes to tie survey responses to a target behavior, "reciprocal engagement" as a new mechanism for verifying continued learning behavior. Initial data collection was interrupted by the Covid-19 lock down; however, the partial data body collected showed indications that self-reported data about learners' experience in a lesson is more predictive of continued learning behavior than self-evaluation items such as "I understood the topic" and "I am familiar with the topic".
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1109/fie44824.2020.9273939
- https://ieeexplore.ieee.org/ielx7/9273681/9273811/09273939.pdf
- OA Status
- gold
- Cited By
- 2
- References
- 14
- Related Works
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- OpenAlex ID
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All OpenAlex metadata
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https://openalex.org/W3111887934Canonical identifier for this work in OpenAlex
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https://doi.org/10.1109/fie44824.2020.9273939Digital Object Identifier
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Assessing interest and confidence as components of student motivation in informal STEM learningWork title
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articleOpenAlex work type
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enPrimary language
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2020Year of publication
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2020-10-21Full publication date if available
- Authors
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Mark Blair, Stephen FrezzaList of authors in order
- Landing page
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https://doi.org/10.1109/fie44824.2020.9273939Publisher landing page
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https://ieeexplore.ieee.org/ielx7/9273681/9273811/09273939.pdfDirect link to full text PDF
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goldOpen access status per OpenAlex
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https://ieeexplore.ieee.org/ielx7/9273681/9273811/09273939.pdfDirect OA link when available
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Informal learning, Reciprocal, Software deployment, Mathematics education, Ask price, Psychology, Data collection, Computer science, Pedagogy, Mathematics, Linguistics, Philosophy, Operating system, Statistics, Economics, EconomyTop concepts (fields/topics) attached by OpenAlex
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2Total citation count in OpenAlex
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2025: 2Per-year citation counts (last 5 years)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.indications | 172 |
| abstract_inverted_index.interrupted | 159 |
| abstract_inverted_index.pre-college | 24 |
| abstract_inverted_index."motivation" | 116 |
| abstract_inverted_index.measurements | 124 |
| abstract_inverted_index.psychological | 113 |
| abstract_inverted_index.self-reported | 174 |
| abstract_inverted_index."self-efficacy" | 118 |
| abstract_inverted_index.self-evaluation | 190 |
| abstract_inverted_index.interest/confidence. | 126 |
| cited_by_percentile_year.max | 97 |
| cited_by_percentile_year.min | 95 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 2 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.8199999928474426 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.27377214 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |