Informal Experiences
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- STATUS
- Not Recruiting
Summary
The current study aims to examine informal and formal activities on inferences of natural talent (vs. effort), interest or confidence, and identity. We predict informal engagement with STEM, compared to formal engagement, fosters inferences that success is due to natural talent (vs. effort), inferences of intrinsic motivation/interest, and inferences of STEM identity. We hypothesize that the effects of informal activity on these inferences will occur both for the self (i.e., recalling one’s own informal activities) and others (i.e., reading about a hypothetical boy or girl engaging in activities).
Description
Students’ identification with science, technology, and engineering, and mathematics (STEM) predicts career aspirations (Young et al., 2013). These studies will explore the role of informal vs. formal learning in beliefs about one’s own abilities and others’ abilities, intrinsic motivation, and identification. Formal learning includes courses at school, whereas informal learning includes activities outside of school (i.e., video games; Falk & Dierking, 2010). Although much attention is directed to improving formal learning (e.g., coursework in a school setting), experiences with math and science outside of school may hold unique power to shape motivation and identity precisely because external reasons for participation are less likely. Investigating informal STEM education thus holds promise for understanding a central puzzle: Although girls perform well in math and science courses, they report less confidence, interest, and identification with math and science.
Details
| Condition | Healthy |
|---|---|
| Age | 18years - 100years |
| Clinical Study Identifier | TX10181 |
| Last Modified on | 19 February 2024 |
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