Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses

Abstract

Background Research illustrates that student motivations influence learning engagement, persistence, and achievement in powerful ways and that positive motivations are linked to deeper learning, critical thinking, pro-social behavior, and better performance. Most studies of learner motivation, however, are conducted outside of STEM and are focused at the contextual level, which may describe why students attend college or choose a degree program, but not why they engage in classroom activities. Furthermore, there is little research that meaningfully connects learner motivations with gender identity and course pedagogy. This study addresses these gaps by examining the interconnections among course pedagogy, gender, and situational-level motivations, which reveal why learners engage in different course activities and how engagement may vary over time. This detailed perspective on learner motivations is essential for instructors to gain insights into how their pedagogical and course design choices influence students’ motivational responses and to more effectively develop interventions that support positive forms of motivation among all students. Results Participants in the study are undergraduate students enrolled in 72 introductory-level STEM courses across 11 institutions, and the dataset includes over 5000 unique responses to the Situational Motivation Scale, a Self-Determination Theory-based instrument that was administered weekly in each course. Analysis reveals seven typical motivational response types, ranging from a highly control-oriented to a highly autonomous response. Most students express multiple types of motivation during an academic term in a course, illustrating the dynamic nature of motivations. Cluster distributions by gender and pedagogy indicate significant differences in lecture-based learning courses, with women reporting less self-determined motivations compared to men. Motivational response profiles of women and men are both more similar, and more positive overall, in courses that employ active learning. Conclusions These findings have important implications for practitioners. The concept of motivational co-expression encourages instructors to move toward a more nuanced appraisal of learner motivation. The stability analyses challenge embedded beliefs about the fixed nature of learner motivation. The gender analyses raise questions about how instructors may more effectively promote the positive motivations of all students through their course design decisions.

Gendered patterns in students’ motivation profiles regarding iSTEM and STEM test scores: a cluster analysis

“…Nevertheless, the use of cluster analysis to identify high school students' motivation profiles with a specific emphasis on motivation towards STEM is less substantial. Stolk et al (2021) examined the motivation profiles of women and men in college STEM courses and were able to identify seven motivational response profiles (i.e., autonomous, high autonomous-high external, high identified-high external, moderate identified, neutral, external, and high amotivation). In line with Vansteenkiste et al (2009) and Ratelle et al (2007), the autonomous cluster represented the most positive motivation response profile.…”

“…In line with Vansteenkiste et al (2009) and Ratelle et al (2007), the autonomous cluster represented the most positive motivation response profile. Additionally, Stolk et al (2021) focused on motivational differences related to different pedagogical approaches and identified strong gender-based differences in motivation during lecture-based learning. In courses with lecture-based learning activities, female students registered higher controlled motivation and lower autonomous motivation compared to male students (Stolk et al, 2021).…”

“…Additionally, Stolk et al (2021) focused on motivational differences related to different pedagogical approaches and identified strong gender-based differences in motivation during lecture-based learning. In courses with lecture-based learning activities, female students registered higher controlled motivation and lower autonomous motivation compared to male students (Stolk et al, 2021). As such gender differences can be observed in motivation profiles regarding pedagogy, but little research meaningfully connects high school students' motivation profiles towards integrated STEM (iSTEM) with gender.…”

Covid-19 Effect on the Assessment of the Use of Smartphone Apps in STEM Learning

“…Many researchers write that teachers and their motivation to develop knowledge and skills, as well as the desire to introduce technology into the learning process, play a significant role in stimulating students to learn (Lachner et al, 2021;Marín-Marín et al, 2021;Stolk et al, 2021).…”

“…Teachers' motivation for effective job performance directly influences the creation of a learning environment, learning interactivity, and, ultimately, students' academic success (Lachner et al, 2021;Stolk et al, 2021). According to Reinholz et al (2021), for teachers, a catalyst for change is dissatisfaction with the content of educational material and teaching practices.…”