Future time perspective extension is an individual's perception of the psychological distance between future goals. The concept of extension can be expanded to include how far into the future an individual habitual time space extends and the diffusion of goals within that time space. This alignment and distance may be related to the individual episodic future thinking, the pre-experiencing of future events. Research in FTP and EFT are typically siloed; considering both approaches to future thinking provides not only greater insight into the two constructs but may also provide avenues for developing interventions. Participants in this study (n = 13) were recruited from a scholarship program designed to provide them with financial support as they progress from community college to high-wage careers in science and engineering. Students were transitioning from two-year programs at local community colleges to science degree programs at a large four-year research university. Students’ narratives of their future lives were collected using an interview format, participants also completed a digital survey to quantitatively measure their future time perspective. Qualitative data were analyzed using a deductive thematic analytic approach and a content analytic approach. Students’ profiles differed in extension (how far into the future students' project) and diffusion (how many potential future careers are considered). Findings suggest that students with more extended, vivid, and specific career narratives. have higher career commitment and self-efficacy. The study concludes that understanding the intersection of FTPE and EFT can inform educational interventions to support students in visualizing and planning for their careers, particularly in science and engineering fields.

This paper connects two research traditions—social psychology's examination of inferential accuracy, and educational research on teacher cognition and decision-making, in order to consider how teachers attempt to accurately infer their students' thoughts and feelings during instruction. Our aim is to link the social psychological study of inferential accuracy with several prominent educational constructs related to teacher expertise. We begin by introducing inferential accuracy and providing a brief overview of social psychology research about it. We suggest that inferential accuracy may affect teacher decisions in what are known as “discretionary spaces” in classroom settings. Next, we delineate similarities and differences between inferential accuracy and two constructs related to teacher expertise (diagnostic competence and teacher noticing). We then identify the parallels between inferential accuracy and two other educational constructs—pedagogical content knowledge and informal formative assessment. Throughout this synthesis, we consider applications of inferential accuracy research to inform how, and how well, teachers may be able to infer their students' thoughts and feelings during instruction, as well as the ways that social psychology researchers may consider teacher-student classroom interactions as fruitful settings in which to examine interpersonal accuracy. We point out the educational constructs that correspond to social psychological predictors of inferential accuracy, discuss areas of tension when translating inferential accuracy research into educational contexts, and suggest future research questions that may prove fruitful with interdisciplinary collaboration.

The present study adopted a funds of science identity framework, an asset-based, justice-oriented approach that centers the lived experiences of minoritized students in science, in order to explore high school students' perceptions and experiences of science and science engagement during the COVID-19 pandemic. In July of 2020, we conducted 11 virtual focus groups with 38 high school students across grades 9-12 (34 % Hispanic, 23 % Multiracial, 16 % Black) from two university-based summer research programs in the United States serving students underrepresented in higher education and STEM pathways. Our qualitative, thematic analysis underscores the importance of sociocultural and sociohistorical contexts in which science takes place, as well as individual differences in future time perspective and self-efficacy that shaped perceptions and experiences of science and science engagement during the pandemic. We conclude with directions for future research in science identity that incorporates the evolving social and historical circumstances that affect adolescent development.

Research experience programs (REPs) provide young people with real-world science engagement, including participating in lab work, often alongside mentors. However, there is little research on REPs targeting diverse secondary-level students. This study begins to fill that gap using a longitudinal comparative case study design to demonstrate (a) the importance of an intersectionality lens on science identity, (b) the potential of near-peer mentoring in science, (c) the potential of brief lab-based REPs—even as short as three days—for developing or sustaining science identity, and (d) the diversity of routes that science identity and pathway development unfold for diverse students. This qualitative study focuses on five high school students, each paired with an undergraduate near peer mentor—all from underrepresented groups. Female-identifying participants emphasized how their mentors' modeling and messaging shaped their motivation in, identification with, and aspirations to pursue science. The younger male participants experienced different challenges that related less to their gender and racial identities. Findings can help shape the design of school- and community-based mentorship programs and classroom instruction for science.

In this study, we consider the intersections of the goal congruity framework and a related motivational model of self-transcendent versus self-oriented motives in learning. Each approach to understanding students’ motivations in science calls attention to the value of communal orientations (helping others, working for the social good, and collaboration) and contrasts them with individualistic motives (self-promotion, wealth generation, knowledge and skill development, and recognition). Whereas the goal congruity model focuses on students’ perceptions of science as a career, the self-transcendent motives model focuses on students’ self-perceptions of their motivation. In a sample of racially diverse high school students with a specific focus on Latinx youth, these models help to distinguish science learning motives and goal affordances in science career paths that are more communal and self-transcendent from those that are more agentic and self-oriented. First, we evaluated the construct validity to learn if these models, operationalized through psychological measures, function adequately for diverse high school students. Next, we evaluated if and how these interrelated motivational models explained unique variance in a meaningful way with how students value science and identify with science community values. We found that students’ self-oriented and self-transcendent motives in science and perceived communal goal affordances explained unique variance in students’ identification with science community values. Self-oriented motives uniquely predicted intrinsic value, interest value and attainment value for science. Perceived communal goal affordances of science uniquely predicted the utility value and attainment value for science. Agentic goal affordances that were more extrinsic, such as money and recognition, did not function well enough to remain in the SEM model. Findings provide important clarifications for the specific context of science learning for diverse high school students that both build on and distinguish from past research.

Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students’ respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students’ belongingness and self-efficacy on their affective and behavioural response to active learning and the moderating influence of students’ gender-identity. We surveyed 579 students from 25 Science, Engineering, and Computer Science courses across 14 universities. Using a latent indirect-effect model, we found that belongingness and self-efficacy independently predicted students’ affective response to active learning and evaluation of the class. Belongingness also predicted students’ self-reports of their behavioural participation in active learning. Using measurement invariance, we also found that, despite mean differences in value, positivity, and distraction, there were no gender differences in the strength of relations between variables. These findings suggest that belongingness and self-efficacy play an important role in how all students respond to active learning and that fostering an atmosphere that supports both may reduce student’s resistance to engaging in active learning.

BACKGROUND:This study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.AIMS:The aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.SAMPLE:The study comprised 45 undergraduate engineering majors in the United States.METHODS:Survey data concerning students' expectancy for success and saliva samples were taken before, during and after the practice midterm examination prior to their actual in-class examination.RESULTS:Students' expectancy for success declined during the examination while cortisol levels declined from the beginning to middle of the examination and began to increase again as a function of time. Although students' initial levels of expectancy for success and cortisol were not correlated, there was a negative relation between change in cortisol and change in expectancy for success.CONCLUSIONS:Our study demonstrates a relation between salivary cortisol, a physiological component of test anxiety and students' expectancy for success in an authentic testing context. Most students saw a decrease in cortisol during the examination, suggesting anticipatory anxiety prior to the test and a return to homeostasis as the examination progressed. Some students, however, did not see a declination in cortisol, suggesting they may not have recovered from pre-examination anxiety. The negative relation between change in cortisol and expectancy for success suggests that students who had the greatest decrease in expectancy for success saw the smallest recovery in cortisol.

BackgroundDespite well-documented benefits, instructor adoption of active learning has been limited in engineering education. Studies have identified barriers to instructors' adoption of active learning, but there is no well-tested instrument to measure instructors perceptions of these barriers.PurposeWe developed and tested an instrument to measure instructors' perceptions of barriers to adopting active learning and identify the constructs that coherently categorize those barriers.MethodWe used a five-phase process to develop an instrument to measure instructors' perceived barriers to adopting active learning. In Phase 1, we built upon the Faculty Instructional Barriers and Identity Survey (FIBIS) to create a draft instrument. In Phases 2 and 3, we conducted exploratory factor analysis (EFA) on an initial 45-item instrument and a refined 21-item instrument, respectively. We conducted confirmatory factor analysis (CFA) in Phases 4 and 5 to test the factor structure identified in Phases 2 and 3.ResultsOur final instrument consists of 17 items and four factors: (1) student preparation and engagement; (2) instructional support; (3) instructor comfort and confidence; and (4) institutional environment/rewards. Instructor responses indicated that time considerations do not emerge as a standalone factor.ConclusionsOur 17-item instrument exhibits a sound factor structure and is reliable, enabling the assessment of perceived barriers to adopting active learning in different contexts. The four factors align with an existing model of instructional change in science, technology, engineering, and mathematics (STEM). Although time is a substantial instructor concern that did not comprise a standalone factor, it is closely related to multiple constructs in our final model.

Science identity is an important factor underlying successful science learning and achievement in K-12 and postsecondary learners. Ecological perspectives have expanded our understanding of science identity development, yet the interactive role of the microsystem, macrosystem, and chronosystem has been understudied. The COVID-19 pandemic context provides a unique opportunity to examine the interlocking social and historical influences on science identity development among racially diverse adolescent youth. The present study, conducted during the height of the pandemic, examined how 38 American high school students across grades 9–12 (34% Hispanic, 23% Multiracial, 16% Black) reflected on their science identities and futures after watching digital storytelling videos of mentored science learning activities. Reflexive thematic analyses of focus group data revealed the salience of interpersonal relationships, the challenge in successfully pursuing social and emotional goals in the immediate present, and individual differences in students’ experiences and perceptions of time, which collectively impacted adolescent science identity formation. Findings underscore the importance of considering the learner’s ecology and the broader sociohistorical context when designing and implementing instructional practices for effectively shaping science identities and aspirations among diverse adolescent youth.

We developed an instructional development workshop for science, technology, engineering, and math (STEM) instructors in higher education to promote their adoption of active learning. Our workshop design was based on a proposed framework for motivating adult learners consisting of five elements: (1) expertise of presenters, (2) relevance of content, (3) choice in application, (4) praxis, and (5) group work. We assessed the participating instructors' attitudes (i.e., motivation to use active learning and intentions and motivation to use strategies to reduce student resistance to active learning) immediately before and after the workshop and again five to six months later. We also assessed participants' satisfaction with the workshop. Analyses of our data provided evidence of a change in participants' motivation to use active learning and both their intentions and motivation to use strategies to reduce student resistance to active learning following the workshop. Our quantitative findings and thematic analysis of survey results support the use of the proposed framework for designing instructional development workshops for STEM faculty. The results also show short-term instructional development workshops can be effective and suggest caution in extrapolating immediate post-workshop assessment to the longer-term.

Our aim was to explore the usefulness of Use, Change, Value (UCV) discussions to facilitate Transformative Experiences (TE) in online engineering courses. We investigated the predictive relationship between perceived instrumentality (PI) and interest on TE. We also investigated gender differences in the predictive relationships between the variables. In a quasi-experimental study with 74 students, we investigated two teaching approaches (UCV discussions and traditional) on TE, PI, and interest. Students' interest positively predicted higher TE in both groups, however, PI did not predict TE in the treatment. Interest and PI predicted TE in the control. Furthermore, male students TE was predicted by PI and interest, whereas female students TE was predicted by interest but not PI. PI is only a predictor of TE in female students and students who do not receive the intervention, suggesting that TE may generate an in the moment instrumentality experience, while PI is future-oriented.

With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ motivation to pursue science academic and career pathways successfully. However, our understanding of motivational constructs such as self-efficacy has mostly been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic and career pathways. In the present study, we examined science motivation in six high school students of color who participated in a brief, near peer mentoring program with undergraduate mentors of color. Deductive and inductive coding of semi-structured interviews with mentees and mentors revealed that science self-efficacy not only has a salient future-oriented component, but also centers around the importance of forming and maintaining interpersonal connections with others through proxy agency and help-seeking behaviors. These data point to the utility of a sociocultural perspective in expanding our understanding of self-efficacy—and motivational processes more generally—in a way that is more inclusive of the experiences of racial and ethnic minority youth.

Active learning increases student learning, engagement, and interest in STEM and subsequently, the number and diversity of graduates. Yet, its adoption has been slow, partially due to instructors' concerns about student resistance. Consequently, researchers proposed explanation and facilitation instructional strategies designed to reduce this resistance. Using surveys from 2-year and 4-year institutions including minority-serving institutions, we investigate the relationship between students' affective and behavioral responses to active learning, instructors' use of strategies, and active learning type. Analyses revealed low levels of student resistance and significant relationships between both explanation and facilitation strategy use and positive student responses.

This paper provides an update on our research study about active learning in higher education science, technology, engineering, and mathematics (STEM) classrooms. We designed an instructional development workshop to motivate STEM instructors to use active learning and to adopt evidence-based strategies to reduce student resistance to active learning. Our study is a randomized control trial (RCT) to investigate the impact of this workshop intervention on STEM instructors’ attitudes and behavior. To measure this, we plan to survey both instructors and their students, before and after the workshop. To prepare for our RCT, we developed survey instruments, assessed pilot offerings of our workshop, and investigated student resistance to active learning in classes of workshop participants. As a result of the COVID-19 pandemic, we delayed our RCT study and temporarily shifted our research to encompass active learning in online STEM classes. Our interim investigations begin to fill a research gap related to active learning in online classes. They comprise three research foci: (1) student resistance to online active learning, (2) barriers instructors experience in implementing online active learning, and (3) strategies instructors use to promote student engagement during online active learning. Here, we summarize our research progress, describe our ongoing research, and share our next steps.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Role Conflict and Engineering Career Choice C.K. Triplett1, J. Husman1, and J. Y. Hong2 1 Arizona State University, Tempe, AZ 85287 / 2 University of Georgia, GA 30602 Abstract Although many factors influence career goals, recent research in women’s career development have focused on issues such as gender role attitudes, family issues, multiple role conflict, and the effects of support and barriers (Hackett 1997). In this study, senior engineering students were given surveys designed to measure their self-concept of actual self, ideal self, and a generic engineer (career self). The 50 adjectives female engineering students used to describe actual self, ideal self, and career self were compared with their male engineering counterparts and female education students. These descriptors were split into the following four categories: 1) self-confident/ goal-directed 2) emotional/ positive attitude 3) creative /unconventional and 4) sociable/outgoing. Significant differences were found for both sets of comparisons, especially in the emotional and sociable categories. In addition to the quantitative data, students were asked to explore what a standard working day might be like for them in the future. These answers were then analyzed using qualitative research techniques. Both quantitative and qualitative data indicate that female engineering students appear to be stuck in the middle of trying to balance personal needs or goals with professional ones. This study suggests that role conflict may create more problems for women who enter a non-traditional field such as engineering. Summary Although many factors influence career goals, recent research in women’s career development have focused on issues such as gender role attitudes, family issues, multiple role conflict, and the effects of support and barriers (Hackett 1997). Social cognitive career development theories focus heavily on self-efficacy beliefs. Hackett and Betz (1981) have suggested that women’s gender role socialization process does not provide them many opportunities to develop self- efficacy in tasks that are necessary for traditionally male occupations. Although self-efficacy has been linked to career gender role stereotypes, in this presentation we will focus on self-concept. Self-efficacy judgments emphasize mastery criteria (Zimmerman, 1995) and are influenced by evaluating the self in comparison with past performance (Bong & Clark, 1999). Self-concept, which is related to self-efficacy, stresses normative assessment of ability, such as being better than others (Zimmerman, 1995; Bong, 1998). As gender role stereotypes are more strongly influenced by norm-referenced comparisons than criterion- referenced comparisons, we examined students’ self-concept to reveal an underlying mechanism of gender role stereotype and its relation with career commitment. Specifically, we recruited Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education