Leveraging communal experiences in the curriculum: Increasing interest in pursuing engineering by changing stereotypic expectations
Leveraging communal experiences in the curriculum: Increasing interest in pursuing engineering by changing stereotypic expectations
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DOI：
10.1111/jasp.12438
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发表时间：
2017-06-01
影响因子：
2.5
通讯作者：
Steinberg, Mia
中科院分区：
文献类型：
--
作者：
Belanger, Aimee L.;Diekman, Amanda B.;Steinberg, Mia
目标一致性观点认为，学生可能不会进入工程领域，部分原因是他们认为工程不太可能实现共同的、面向他人的目标。越来越多的人相信工程可以实现共同的目标，这可以增加对工程的兴趣。我们研究了科学、技术、工程和数学（STEM）领域的实际和预期的共同经验如何影响工程兴趣。研究1表明，过去的共同STEM经历预示着更大的信念，即工程实现了共同目标和积极的工程态度。使用实验方法，研究2和3表明，在工程课程描述中包括服务学习项目增加了课程满足共同目标和课程兴趣的信念。这些发现表明，共同的STEM经验，特别是服务学习，可以增加对工程的兴趣和参与。
The goal congruity perspective suggests that students may not enter engineering, in part, because they believe engineering is unlikely to fulfill communal, other-oriented goals. Increasing beliefs that engineering fulfills communal goals can increase engineering interest. We examine how actual and expected communal experiences in science, technology, engineering and math (STEM) shape engineering interest. Study 1 demonstrates that past communal STEM experiences predict greater beliefs that engineering fulfills communal goals and positive engineering attitudes. Using experimental methods, studies 2 and 3 demonstrate that including a service-learning project in an engineering course description increases beliefs that the course fulfills communal goals and course interest. These findings suggest that communal STEM experiences, and service learning in particular, can increase interest and participation in engineering.