"Engaging in Science Practices In Classrooms Predicts Increases in Undergraduates' STEM Motivation, Identity, and Achievement: A Short‐Term Longitudinal Study"

Postdoctoral Scholar Christine (Christy) R. Starr is first author of an article in the Journal of Research in Science Teaching. The title of the article is "Engaging in Science Practices In Classrooms Predicts Increases in Undergraduates' STEM Motivation, Identity, and Achievement: A Short‐Term Longitudinal Study."

Co-authors are ​Lisa Hunter, Robin Dunkin, Susanna Honig, Rafael Palomino, and Campbell Leaper, all from University of California, Santa Cruz.

As a postdoctoral scholar at UCI, Starr is working with Professor Sandra Simpkins and Distinguished Professor Jacquelynne Eccles on a NSF-funded project about adolescent STEM motivation, intersectionality, and families. Starr's research interests include stereotypes, discrimination, stem equity and diversity, motivation, sexual objectification of girls and women, media and technology.

​Abstract

​This short‐term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10‐week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), a hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy‐value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large‐format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.