Education Faculty Scholarship & Creative Works
Document Type
Article
Publication Date
4-20-2018
Publication Title
International Journal of Science Education
Publisher
Routledge Taylor & Francis Group
Keywords
Motivation, Higher Education, STEM, Assessment
Abstract
Decline in student motivation is a concern for STEM education, especially for underrepresented groups in the sciences. Using the Science Motivation Questionnaire II, 41 foundational STEM courses were surveyed at the beginning and end of each semester in an academic year at a small primarily undergraduate university. Significant pre- to post-semester declines were observed in each of five measured motivational factors (Intrinsic motivation, Career motivation, Self determination, Self-efficacy, and Grade motivation), with effect sizes ranging from 0.21 to 0.41. However, in the second semester pre-survey, four motivational factors rebounded, including three returning to initial levels, suggesting that the observed motivational decline is not long-lasting. Analysis suggests that declines are not related to survey fatigue or student demographics, but rather to grades and, in the case of one motivational factor, to academic field. These findings suggest that a refocus on grading practices across STEM fields may influence student motivation and persistence in STEM.
First Page
1
Last Page
18
Repository Citation
Young, Anna M.; Wendel, Paul J.; Esson, Joan M.; and Plank, Kathryn M., "Motivational decline and recovery in higher education STEM courses" (2018). Education Faculty Scholarship & Creative Works. 5.
https://digitalcommons.otterbein.edu/edu_fac/5
DOI
10.1080/09500693.2018.1460773
Version
Publisher's Version
Peer Reviewed
1
Included in
Educational Assessment, Evaluation, and Research Commons, Engineering Education Commons, Science and Mathematics Education Commons