Science Enrichment Programs for Gifted High School Girls and Boys: Predictors of Program Impact on Science Confidence and Motivation.

By J. E. Stake, K. R. Mares. 2001

236 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/3cbb6e7154b61a9cef404a798603a31da2fc4aef

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In Education

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): “These four items asked the participants to rate their perceptions of encouragement from family members for a career in science (Stake and Mares 2001).”
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).”
“I’m Not a Science Nerd!” (2018, methodology): “I used the Motivation for a Science Career Scale (Stake & Mares, 2001) to measure participants’ motivation to go into a STEM career.”
Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, methodology): “We adapted the Motivation for a Science Career Scale (Stake & Mares, 2001) by changing the word “science” to “STEM” in items to evaluate the extent that participants positively viewed a possible STEM career or a possible non-STEM career.”
Gender Bias in STEM Fields (2016, methodology): “Following this prompt were 9 items that were adapted from a measure that Stake and Mares (2001) used to assess peer relationships that developed during a science enrichment program for high school students.”
A study of learning and motivation in a new media enriched environment for middle school science (2011, background): “Research has documented a disconcerting decline in students’ motivation to learn at school during the middle school years—especially in science (Eccles and Wigfield 2002; Lepper et al. 2005; Osborne et al. 2003; Stake and Mares 2001 ).”
Adolescent Girls’ and Boys’ Science Peer Relationships and Perceptions of the Possible Self as Scientist (2005, methodology): “A measure of participants’ expectations for what their personal life would be should they choose a science career was developed by Stake and Mares (2001) based on the Markus and Nurius (1986) concept of the possible self.”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “Out-of-school experiences : for example, informal science education, childhood experiences (Chambers & Andre, 1997; Jones et al., 2000; Joyce & Farenga, 1999; Rennie, Feher, Dierking, & Falk, 2003; Stake & Mares, 2001).”
A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students (2016, background): “To evaluate the effects of various enrichment programs, researchers have explored academic achievement, attitude toward the subject, and career-related motivation (Lee, Olszewski-Kubilius, & Peternel, 2010; Markowitz, 2004; Reis & Boeve, 2009; Stake & Mares, 2001; Walsh, Kemp, Hodge & Bowes, 2012).”
The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science (2011, background): “Furthermore, positive experiences in science can lead to continued growth in self-efficacy and confidence (Stake & Mares, 2001).”