Fostering Student STEM Interest and Identity Using Self-determination Theory

Abstract BackgroundStudent strongly positive (Science, Technology, Engineering, and Mathematics) STEM interest and identity predict their future study and career choices in a STEM field. Integrated STEM programs provide a solution to the challenge of instilling students with an interest in the STEM field. However, STEM education studies addressing multiple disciplines are insufficient, as they have produced mixed findings and inadequate direction for advancing integrated STEM education. The literature suggests that self-determination theory (SDT) provides an understanding of motivational processes that influence the development of STEM interest and identity. This study investigated the effectiveness of teacher needs support on student STEM interest and identity development during a proposed 12-week SDT-based STEM program. Three hundred forty-two grade 9 students were randomly assigned to SDT and non-SDT groups during the program.ResultsCompared with the non-SDT group, the students in the SDT-based group demonstrated significantly stronger autonomy, competence, relatedness, and STEM interest and identity, in addition to greater intentions to choose elective STEM subjects. Moreover, structural equation modeling showed that the student perceived teacher needs support was a significant predictor of their development of STEM interest and identity. Perceived support for competence and relatedness were the strongest predictors. STEM identity was a predictor for the number of elective STEM subjects chosen.ConclusionThe results support the application of SDT in integrated STEM learning, and explain how supporting student needs affects their STEM interest and identity, which is crucial in interdisciplinary learning and the development of adolescent interest and identity in K-12. Moreover, the results contribute to SDT by adding a new dimension — STEM interest and identity — and presenting more evidence on how teacher needs support foster this dimension. These results have practical implications for advancing integrated STEM education in addition to new opportunities for using fewer resources to effectively foster student interest and identity in universal education.