衡量激励信息对 STEM 本科生教学兴趣的影响

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-05-22 DOI:10.1016/j.tate.2024.104639

Sophie Thompson-Lee , Robert M. Klassen , Hui Wang , Rebecca J.S. Snell

{"title":"衡量激励信息对 STEM 本科生教学兴趣的影响","authors":"Sophie Thompson-Lee , Robert M. Klassen , Hui Wang , Rebecca J.S. Snell","doi":"10.1016/j.tate.2024.104639","DOIUrl":null,"url":null,"abstract":"<div><p>The need for STEM teachers in the UK is acute. This intervention study investigated the effect of motivation messages on teaching interest, self-efficacy, person-vocation (PV) fit, and enjoyment of 423 UK-based STEM undergraduates. Vignettes depicted authentic teaching scenarios evoking social utility (SU), personal utility (PU) values, and PV fit. Interest in teaching increased after exposure to the intervention (p < 0.001). SU vignettes increased interest in teaching the most (p < 0.001, mean interest change: SU = 0.61, PU = 0.45, PV fit = −0.01). This study shows that interest in teaching can be increased by a motivation message intervention.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24001719/pdfft?md5=db174e54b7d4a58502f750831983e516&pid=1-s2.0-S0742051X24001719-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching\",\"authors\":\"Sophie Thompson-Lee , Robert M. Klassen , Hui Wang , Rebecca J.S. Snell\",\"doi\":\"10.1016/j.tate.2024.104639\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The need for STEM teachers in the UK is acute. This intervention study investigated the effect of motivation messages on teaching interest, self-efficacy, person-vocation (PV) fit, and enjoyment of 423 UK-based STEM undergraduates. Vignettes depicted authentic teaching scenarios evoking social utility (SU), personal utility (PU) values, and PV fit. Interest in teaching increased after exposure to the intervention (p < 0.001). SU vignettes increased interest in teaching the most (p < 0.001, mean interest change: SU = 0.61, PU = 0.45, PV fit = −0.01). This study shows that interest in teaching can be increased by a motivation message intervention.</p></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-05-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24001719/pdfft?md5=db174e54b7d4a58502f750831983e516&pid=1-s2.0-S0742051X24001719-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24001719\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24001719","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

英国对 STEM 教师的需求十分迫切。这项干预研究调查了激励信息对教学兴趣、自我效能感、个人职业（PV）契合度以及 423 名英国 STEM 本科生的乐趣的影响。小故事描绘了真实的教学场景，唤起了学生的社会效用（SU）、个人效用（PU）价值观和个人-职业契合度。接受干预后，教学兴趣有所提高（p < 0.001）。SU小故事对教学兴趣的提高最大（p < 0.001，平均兴趣变化：SU = 0.61，PU = 0.45，PV契合度 = -0.01）。这项研究表明，通过动机信息干预可以提高教学兴趣。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching

The need for STEM teachers in the UK is acute. This intervention study investigated the effect of motivation messages on teaching interest, self-efficacy, person-vocation (PV) fit, and enjoyment of 423 UK-based STEM undergraduates. Vignettes depicted authentic teaching scenarios evoking social utility (SU), personal utility (PU) values, and PV fit. Interest in teaching increased after exposure to the intervention (p < 0.001). SU vignettes increased interest in teaching the most (p < 0.001, mean interest change: SU = 0.61, PU = 0.45, PV fit = −0.01). This study shows that interest in teaching can be increased by a motivation message intervention.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.