Evaluating the impact of science-enrichment programs on adolescents' science motivation and confidence: The splashdown effect
The impact of summer science‐enrichment programs on high‐school students' science motivation and confidence was evaluated in a 7‐month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program‐related changes the program gradu...
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| Published in | Journal of research in science teaching Vol. 42; no. 4; pp. 359 - 375 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley Subscription Services, Inc., A Wiley Company
01.04.2005
John Wiley & Sons, Inc Wiley |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/tea.20052 |
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| Abstract | The impact of summer science‐enrichment programs on high‐school students' science motivation and confidence was evaluated in a 7‐month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program‐related changes the program graduates recognized in themselves that became apparent to them after reentry to their home high school. The effect was studied in a group of 88 gifted girls and boys from 38 high schools. On qualitative and quantitative measures obtained during private interviews, students reported a strong splashdown effect after returning to their high school. Results supported the validity of the splashdown concept. Splashdown motivation and splashdown confidence (i.e., recognition of program‐related gains in motivation and confidence that occurred after high‐school reentry) predicted change in corresponding science attitudes during the follow‐up period. As predicted by social comparison theory, the intensity of the splashdown effect was associated with average school achievement in the student's home high school. Students from academically weaker schools reported stronger splashdown effects. Implications for enhancing and evaluating the effect of science‐enrichment programs on students' science attitudes are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 359–375, 2005 |
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| AbstractList | The impact of summer science-enrichment programs on high-school students' science motivation and confidence was evaluated in a 7-month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program-related changes the program graduates recognized in themselves that became apparent to them after reentry to their home high school. The effect was studied in a group of 88 gifted girls and boys from 38 high schools. On qualitative and quantitative measures obtained during private interviews, students reported a strong splashdown effect after returning to their high school. Results supported the validity of the splashdown concept. Splashdown motivation and splashdown confidence (i.e., recognition of program-related gains in motivation and confidence that occurred after high-school reentry) predicted change in corresponding science attitudes during the follow-up period. As predicted by social comparison theory, the intensity of the splashdown effect was associated with average school achievement in the student's home high school. Students from academically weaker schools reported stronger splashdown effects. Implications for enhancing and evaluating the effect of science-enrichment programs on students' science attitudes are discussed. The impact of summer science‐enrichment programs on high‐school students' science motivation and confidence was evaluated in a 7‐month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program‐related changes the program graduates recognized in themselves that became apparent to them after reentry to their home high school. The effect was studied in a group of 88 gifted girls and boys from 38 high schools. On qualitative and quantitative measures obtained during private interviews, students reported a strong splashdown effect after returning to their high school. Results supported the validity of the splashdown concept. Splashdown motivation and splashdown confidence (i.e., recognition of program‐related gains in motivation and confidence that occurred after high‐school reentry) predicted change in corresponding science attitudes during the follow‐up period. As predicted by social comparison theory, the intensity of the splashdown effect was associated with average school achievement in the student's home high school. Students from academically weaker schools reported stronger splashdown effects. Implications for enhancing and evaluating the effect of science‐enrichment programs on students' science attitudes are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 359–375, 2005 |
| Audience | High Schools |
| Author | Stake, Jayne E. Mares, Kenneth R. |
| Author_xml | – sequence: 1 givenname: Jayne E. surname: Stake fullname: Stake, Jayne E. email: Jayne_stake@umsl.edu organization: Department of Psychology, University of Missouri-St. Louis, St. Louis, Missouri 63121-4499 – sequence: 2 givenname: Kenneth R. surname: Mares fullname: Mares, Kenneth R. organization: Biology Science Education Programs, University of Missouri-St. Louis, St. Louis, Missouri 63121-4499 |
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| Keywords | Secondary School Student Self-confidence Summer School Curriculum Intrinsic Motivation Programme attitude |
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| References_xml | – reference: Manis, J.D., Thomas, N.G., Sloat, B.F., & Davis, C.G. (1989). An analysis of factors affecting choice of majors in science, mathematics, and engineering at the University of Michigan. Ann Arbor: University of Michigan Center for Education of Women Research Reports. – reference: Gibson, H.L. (1998). Case studies of an inquiry-based science programs' impact on students' attitudes towards science and interest in science careers. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED 417 980). – reference: Mattern, N. & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time among White middle-school students. Journal of Research in Science Teaching, 39, 324-340. – reference: Houtz, L.E. (1995). Instructional strategy change and the attitude and achievement of seventh- and eighth-grade science students. 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| Title | Evaluating the impact of science-enrichment programs on adolescents' science motivation and confidence: The splashdown effect |
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