Collaborative Research: Building on STEP to Understand Variation in STEM Entry and Persistence

协作研究：基于 STEP 理解 STEM 进入和持续的变化

• 批准号: 1317196
• 负责人: Eric Grodsky
• 金额: $ 129.54万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2019-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1317196&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; STEP; Understand

This four-year mixed methods research project investigates the processes by which students select into and out of fields of study and of how projects funded by STEP impact these processes. Grounded in Eccles' expectancy value-model, the research study examines student pathways to STEM baccalaureate degrees and the impact of different types of interventions on those pathways across diverse students and STEM majors. The research focuses on the relationships among student academic preparation, subjective expectations with respect to future academic performance, objective academic performance, the tasks values students ascribe to STEM courses and majors, and interpersonal relationships from which students may draw personal and academic support. The comparison group design based on stratified probability samples of first-time first-year students from the participating institutions results in representative samples of the population of entering first-time students. The design includes two control groups and one treatment group to increase external validity: One cohort includes only STEM students who enter the university in the year prior to the start of the intervention designed by STEP Type I projects (control condition 1). The second cohort of students includes STEM students who participate in STEP Type 1 activities (treatment condition) and those who do not (control condition 2). Data include institutional student records and student responses to surveys designed for the study. In addition, the project is constructing a data infrastructure for further research by researchers and use by STEP projects.

这个为期四年的混合方法研究项目调查了学生选择进入和退出研究领域的过程，以及STEP资助的项目如何影响这些过程。 基于Eccles的期望值模型，该研究考察了学生获得STEM学士学位的途径，以及不同类型的干预措施对不同学生和STEM专业的这些途径的影响。 本研究的重点是学生的学术准备，对未来的学习成绩的主观期望，客观的学习成绩，学生归因于STEM课程和专业的任务价值观，以及学生可以从中获得个人和学术支持的人际关系之间的关系。比较组设计的基础上分层概率样本的第一次一年级学生从参与机构的结果进入第一次学生的人口的代表性样本。 该设计包括两个对照组和一个治疗组，以增加外部效度：一个队列仅包括在STEP I型项目（对照条件1）设计的干预开始前一年进入大学的STEM学生。 第二组学生包括参加STEP 1活动（治疗条件）和不参加STEP 1活动（对照条件2）的STEM学生。数据包括机构的学生记录和学生的调查问卷设计的研究。此外，该项目正在建设一个数据基础设施，供研究人员进一步研究和STEP项目使用。