Youth Motivation and Interests in STEM | STELAR - STEM Learning and Research Center

Assessment of Academic Self-Concept and Motivation (AASCM)

The Assessment of Academic Self-Concept and Motivation (AASCM) was developed in accordance with motivational systems theory. This 80-item assessment is home to 16 subscales (with 5 items per subscale); each item is measured using a 7-point Likert scale. The assessment was grouped according to 4 high school domains: cognitive, social, extracurricular, and personal. The 16 subscales are comprised of 4 measures: cognitive ability, cognity importance, social control, and personal environment, each falling under each of the 4 high school domains.

Academic Self-Description Questionnaire (ASDQ)

The Academic Self-Description Questionnaire tests students' academic self-concept, as described by the model put forth by Marsh/Shavelson. Seeking information on self-concept by academic subject and grade, this questionnaire uses a 6-item self-concept scale for different subjects. Each item is measured on a 6-point Likert scale.

Fostering Student Motivation and Achievement - Research to Practice and Lessons Learned from the ITEST Program

STELAR and select ITEST projects delivered a panel presentation at the Massachusetts STEM Summit in Worcester's DCU Center on Wednesday, October 22, 2014.

Moderator: Sarita Pillai

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Role Model Videos

Through these role model videos, professionals' real world views and application of math show high school students just how relevant math is to their futures. Filmed on location, professionals tell students about how they use math in their careers and what math meant to them in high school.

Give girls a chance: building a bridge to science and technology

In Oakland, California, a team of teachers, professional men and women, and educators from the Chabot Space and Science Center are actively engaged in encouraging girls and young women in math, science, and technology. The Techbridge program provides hands-on opportunities for girls in elementary school through high school to explore these key areas and for teachers to participate in subject-specific professional-development opportunities.

Science students get stars in their eyes

The Robert C. Byrd Green Bank Telescope, built in 2000 and named for the late West Virginia senator, is the world's largest fully steerable telescope. Its 100-meter-wide surface area gives it the ability to pick up extremely faint signals from the distant reaches of space. But in 2007, the 16-million-pound telescope was frozen in position. For 2 1/2 months, the telescope recorded data from 70,000 "pointings" that no astronomer had asked for. It would have been a shame to waste it.

Program stitches together STEM, fashion design

The ITEST Project, Smart Clothing, Smart Girls, summer program was recently featured in the Cornell Chronicle.

“We did a test on LED lights to see how we could design them in our garments, and we’ve tested polymers for knee protection for impact,” said Grace Ebert, a ninth grade 4-Her from Ontario County, describing the singer’s apparel needs.

A Learner-Centered Design Method for Educational Technology

This paper aims to share EDC’s learnings from developing and implementing this method including addressing issues of trust between youth and adult team members, appropriately acknowledging youth contributions, balancing the roles of mentors and adult design partners, and making dynamic curriculum adjustments based on participants learning styles and skill levels.

Reversing the Swing from Science: Implications from a Century of Research

For at least the past 100 years science educators have been concerned about how best to encourage children’s natural interests in science; but the problem of waning interest through the middle school and high school years persists. Research on how best to maintain interest in what is now more broadly conceived of as science, technology, engineering, and mathematics (STEM) is more important than ever.

Building Engagement With Technology-Enhanced Local Learning

Drawing on a multi-year research and development program, the authors report on the promise of integrating locally-focused student investigations with ubiquitous access to advanced technologies. By doing this, students are better able to see the relevance of STEM skills and knowledge as they work to improve their local communities. Specific program examples cited show the paradigm as it has been implemented with upper elementary and middle school students. Contrasting examples show challenges in implementation.

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