Evaluating the Impact of Science-Enrichment Programs on Adolescents' Science Motivation and Confidence: The Splashdown Effect.

By J. E. Stake, K. R. Mares. 2005

121 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/0779be2489de7de66a5b09d231bf40108310c051

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In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Gender and the Choice of a Science Career: The Impact of Social Support and Possible Selves (2012, background): “For both girls and boys in highschool, support from family members and friends, in addition to academic role models, is also key in developing strong expectations of having a career in science ( Stake and Mares 2005 ).”
An Informal Science Education Program’s Impact on STEM Major and STEM Career Outcomes (2020, methodology): “In an effort to increase the validity of our findings, we incorporated triangulation methods, which involved the use of multiple researchers to collect and synthesize multiple sources of qualitative and quantitative data (Creswell 2013; Stake and Mares 2001, 2005).”
Out-of-School Time Science Activities and Their Association with Career Interest in STEM (2012, background): “All of these studies impress upon the reader that structured OST has the ability to impact motivation, interest, academic achievement, and career choice (Atwater, Colson, & Simpson, 1999 ; Falk, 2006 ; Gibson & Chase, 2002 ; Simpkins, Davis-Kean, & Eccles, 2006 ; Stake & Mare, 2005 ).”
The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science (2016, background): “Participating in informal science learning experiences can increase student competency beliefs, and thereby increase science-related career interest (Knox et al., 2003; Markowitz, 2004; Simpkins et al., 2006; Stake & Mares, 2005).”
Understanding Genetics: Analysis of Secondary Students' Conceptual Status. (2007, background): “At a time when there has been a declining interest and motivation for learning science in schools and universities in Australia and the United States (Hassan & Treagust, 2003; Stake & Mares, 2005 ), science educators and teachers should consider the social, affective, and motivational aspects of le”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “For example, Stake and Mares (2005) found that science enrichment activities for academically talented students only revealed the benefits of the program once students had returned to their own schools, months later—an effect they termed the “splashdown effect.””
Vocational Anticipatory Socialization (VAS): A Communicative Model of Adolescents’ Interests in STEM (2011, background): “However, predicting who and what serve as contributing factors to the lack of interest in math- and science-related careers remains unclear (Stake & Mares, 2005).”
Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, background): “…in math are no less serious: Fewer students selecting occupations that require mastery of mathematics may result in serious economical disadvantages in mathematicsrelated disciplines such as engineering, IT, and finance (Geary, 1996; Philips, Barrow, & Chandrasekhar, 2002; Stake & Mares, 2005).”