2023 Poster – Moment-to-moment associations between parental autonomy support and children’s STEM engagement during tinkering

March 25th, 2023 | RESEARCH

Given the important role of autonomy support in children’s motivation and learning, this study asked whether parents’ use of autonomy supportive language (vs. controlling language) was associated with children’s engagement in science, technology, engineering, and mathematics in a bi-directional manner during an at-home tinkering activity.

Document

SRCD_poster_0.pdf

https://www.luc.edu/media/lucedu/childrensmemory/pdfs/SRCD_poster.pdf

Team Members

Bianca Aldrich, Author, Loyola University Chicago
Catherine Haden, Author, Loyola University Chicago

Funders

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906839

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906940

Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906808

Related URLs

Collaborative Research: Making Space for Story-Based Tinkering to Scaffold Early Informal Engineering Learning

Tags

Audience: Educators | Teachers | Elementary School Children (6-10) | Evaluators | Families | Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science | Engineering
Resource Type: Conference Proceedings | Reference Materials
Environment Type: Exhibitions | Making and Tinkering Programs | Museum and Science Center Exhibits | Public Programs

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within InformalScience.org are those of the authors and do not necessarily reflect the views of NSF.

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