Location
Philadelphia, PA
Start Date
1-5-2024 1:00 PM
End Date
1-5-2024 4:00 PM
Description
INTRODUCTION: This study examines a social-emotional learning intervention that teaches positive self-talk to high school students from underrepresented minority groups in science, technology, engineering, and math (STEM). The setting of this study is a place-based program that immerses students in hands-on STEM activities while located in Philadelphia’s life science hub. Before taking a science assessment, students will learn to say self-talk statements such as “I will give my best effort” and “I can achieve a high score.”
METHODS: This mixed method quasi-experimental design compares pre- and post-program data using an ANOVA. Student science performance will be measured using a probe of questions from the Pennsylvania Department of Education Keystone online test bank. Data on participant motivation in STEM is calculated using the expectancy-value-cost scale (EVC). Focus group interviews will promote dialogue surrounding student use of positive self-talk and a measure of social validity.
RESULTS: Participants are 75 high school students, ages 14-18, from underrepresented minority groups in STEM, such as Black and Latinx individuals. Students attend various schools in the Philadelphia metropolitan area. The primary objective of data collection is to determine if students who receive the positive self-talk intervention will have increased motivation in STEM class subjects and improved performance on science tests. Baseline measurements of student performance will determine ANOVA results. Participant data collection and analysis will reveal progress on assessments and motivation in STEM over 6-8 weeks.
DISCUSSION: The self-talk intervention includes changes to an afterschool program to align more with social-emotional learning (SEL) objectives. While targeting self-management and other SEL skills, high school students will take one of the following tracks: biotechnology, cybersecurity, data analytics, healthcare, user-experience design, and entrepreneurship. This study investigates how internal motivation and positive self-talk combine to impact minority student performance and perspectives in STEM-related fields. Students meet subject-matter experts and receive mentorship from individuals in the field. The study takes place in a positive environment that promotes student learning and asks for student input via focus group interviews. Positive self-talk intervention procedures involve teacher modeling and high student engagement. Overall findings, as well as implications for K-12 educators and future research, will be discussed.
Embargo Period
6-13-2024
Included in
Increasing motivation in STEM education: A self-talk classroom intervention
Philadelphia, PA
INTRODUCTION: This study examines a social-emotional learning intervention that teaches positive self-talk to high school students from underrepresented minority groups in science, technology, engineering, and math (STEM). The setting of this study is a place-based program that immerses students in hands-on STEM activities while located in Philadelphia’s life science hub. Before taking a science assessment, students will learn to say self-talk statements such as “I will give my best effort” and “I can achieve a high score.”
METHODS: This mixed method quasi-experimental design compares pre- and post-program data using an ANOVA. Student science performance will be measured using a probe of questions from the Pennsylvania Department of Education Keystone online test bank. Data on participant motivation in STEM is calculated using the expectancy-value-cost scale (EVC). Focus group interviews will promote dialogue surrounding student use of positive self-talk and a measure of social validity.
RESULTS: Participants are 75 high school students, ages 14-18, from underrepresented minority groups in STEM, such as Black and Latinx individuals. Students attend various schools in the Philadelphia metropolitan area. The primary objective of data collection is to determine if students who receive the positive self-talk intervention will have increased motivation in STEM class subjects and improved performance on science tests. Baseline measurements of student performance will determine ANOVA results. Participant data collection and analysis will reveal progress on assessments and motivation in STEM over 6-8 weeks.
DISCUSSION: The self-talk intervention includes changes to an afterschool program to align more with social-emotional learning (SEL) objectives. While targeting self-management and other SEL skills, high school students will take one of the following tracks: biotechnology, cybersecurity, data analytics, healthcare, user-experience design, and entrepreneurship. This study investigates how internal motivation and positive self-talk combine to impact minority student performance and perspectives in STEM-related fields. Students meet subject-matter experts and receive mentorship from individuals in the field. The study takes place in a positive environment that promotes student learning and asks for student input via focus group interviews. Positive self-talk intervention procedures involve teacher modeling and high student engagement. Overall findings, as well as implications for K-12 educators and future research, will be discussed.