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首页> 外文期刊>International Journal of STEM Education >The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program
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The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

机译：上学与课外交付对基于技术的身体活动计划中学生的社会和动机结果的影响

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Background Expanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students’ interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. After-school programs offer one means to achieve this aim, but barriers such as a lack of transportation or available teachers may limit participation for some students in this context. Transitioning after-school STEM programs to in-school can provide opportunities to increase reach by removing these and other barriers. However, it is likely that this change in the learning context, from after-school to in-school, impacts student experiences and, ultimately, program efficacy by altering how students and teachers interact; as teachers and students adjust their behaviors and expectations to a more traditional learning context. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for underserved youth. In-school ( N = 244; 39% girls, M _(age)= 13, 63% Caucasian, 18% African American, 6% Multiracial) and after-school ( N = 70, 33% girls, M _(age)= 12, 55% Caucasian, 16% Multiracial, 13% Latino/a) program students completed surveys that assessed teacher-student interactions, and student psychological needs and motivation. In a structural equation model, student perceptions of teachers were entered as predictors of motivation for the program directly and mediated by psychological need satisfaction. Learning context (0 = in-school, 1 = after-school) was entered as a ubiquitous predictor. Results Findings support the theorized model where perceptions of teachers positively predicted psychological need satisfaction ( R ~(2)= .20), and both variables positively predicted more self-determined motivation ( R ~(2)= .30–.35). Findings also demonstrate an effect of learning context where learning context negatively predicted the less self-determined motivations only ( R ~(2)= .06–.10) (i.e., in-school contexts are associated with less desirable motivational outcomes). Conclusion Findings reinforce the instrumental role of students’ positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. Additionally, in-school programs must consider and integrate novel approaches that mitigate the negative impact of established in-school structures and processes (e.g., grades and mandatory participation) on student motivation for these programs and, potentially, interest in STEM careers.
机译：背景技术扩大有效的机会教育计划的机会是提高学生对茎的兴趣和能力的重要途径，最终追求干职业的动机。课后课程提供了一种实现这一目标的手段，但缺乏交通或可用教师的障碍可能会限制在这种背景下的一些学生的参与。过渡到学校的课外干预计划可以通过去除这些和其他障碍来提供增加恐怖的机会。然而，从学校到学校的学习背景可能会发生这种变化，影响学生经历，并最终通过改变学生和教师互动的方式来实现效率;由于教师和学生对更传统的学习环境来调整他们的行为和期望。为了检查这种潜在的效果，自我确定理论用于框架学习环境如何影响干扰性方案的社会和动机结果。在学校（n = 244; 39％女孩，m _（年龄）= 13,63％白种人，18％非洲裔美国人，6％的多种族）和课后（n = 70,33％的女孩，m _（年龄）= 12,55％的白种人，16％的多种族，13％的拉丁裔/ a）计划学生完成了评估教师学生互动的调查，以及学生心理需求和动机。在一个结构方程模型中，学生对教师的看法被进入直接和心理需求介导的程序的动机预测因素。学习上下文（0 =在学校，1 =学校之后）被输入为无处不在的预测因子。结果调查结果支持理论模型，在衡量教师的看法积极地预测心理需求的满意度（R〜（2）= .20），并且两种变量呈正常自我确定的动机（R〜（2）= .30-.35）。发现还展示了学习背景的效果，其中学习上下文否定地预测了较少的自我确定的动机（R〜（2）= .06-.10）（即，学校的背景与不太理想的动机结果相关）。结论调查结果强化了学生对教师积极看法的劳动作用，促进了对干预计划参与的更理想的自我决定动机。此外，在校内计划必须考虑并融合新的方法，减轻既定的学校结构和流程（例如，等级和强制性参与）对这些方案的学生动机的负面影响，潜在地，兴趣的干部职业生涯的兴趣。

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