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

DOI

10.1080/09500693.2018.1460773

Version

Publisher's Version

Peer Reviewed

1

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