Informal Experiences
Study on STEM Activities and Their Impact on Self-Perception
Brief description of study.
The current study aims to examine informal and formal activities on inferences of natural talent (vs. effort), interest or confidence, and identity. We predict informal engagement with STEM, compared to formal engagement, fosters inferences that success is due to natural talent (vs. effort), inferences of intrinsic motivation/interest, and inferences of STEM identity. We hypothesize that the effects of informal activity on these inferences will occur both for the self (i.e., recalling one’s own informal activities) and others (i.e., reading about a hypothetical boy or girl engaging in activities).
Detailed description of study
Students’ identification with science, technology, and engineering, and mathematics (STEM) predicts career aspirations (Young et al., 2013). These studies will explore the role of informal vs. formal learning in beliefs about one’s own abilities and others’ abilities, intrinsic motivation, and identification. Formal learning includes courses at school, whereas informal learning includes activities outside of school (i.e., video games; Falk & Dierking, 2010). Although much attention is directed to improving formal learning (e.g., coursework in a school setting), experiences with math and science outside of school may hold unique power to shape motivation and identity precisely because external reasons for participation are less likely. Investigating informal STEM education thus holds promise for understanding a central puzzle: Although girls perform well in math and science courses, they report less confidence, interest, and identification with math and science.
Eligibility of study
You may be eligible for this study if you meet the following criteria:
- Conditions: Healthy
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Age: 18 years - 100 years
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Gender: All
Inclusion Criteria
If they are being recruited via SONA, they must be enrolled in whatever courses grant access to SONA.
If using Mturk/Prolific, they must have an account with that online platform.
All participants must be either United States citizens or residents.
Exclusion Criteria
For collection at IU, individuals not in the participant pool are not eligible to participate.
Participants who do not currently reside in the United States are not eligible to participate.
For individuals on Mturk/Prolific, those who are not undergraduate students may not be eligible.
This study investigates how informal and formal activities influence perceptions of natural talent, effort, interest, confidence, and identity in STEM (Science, Technology, Engineering, and Mathematics). Informal activities are those done outside of school, like playing video games, while formal activities include school courses. The study aims to understand if informal engagement leads to beliefs that success is due to natural talent rather than effort, and how it affects one's motivation and identity in STEM fields.
Participants will recall their own informal activities or read about others engaging in them. The study will explore how these activities impact beliefs about abilities and motivation. This investigation is important because even though girls perform well in STEM courses, they often report lower confidence and interest in these fields. Understanding the role of informal STEM education can help address this issue.
- Who can participate: Participants must be United States citizens or residents and be enrolled in courses that grant access to SONA or have an account on Mturk/Prolific. Only undergraduate students on Mturk/Prolific are eligible.
- Study details: Participants will engage in activities that involve recalling their own informal STEM activities or reading about others. This study focuses on understanding how these activities influence beliefs about abilities one is born with and STEM identity.
Interested in the study?
Select a study center that’s convenient for you, and get in touch with the study team.
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