Abstract
The need for STEM teachers in the UK is acute. This intervention study investigated the effect of motivation messages on teaching interest, self-efficacy, person-vocation (PV) fit, and enjoyment of 423 UK-based STEM undergraduates. Vignettes depicted authentic teaching scenarios evoking social utility (SU), personal utility (PU) values, and PV fit. Interest in teaching increased after exposure to the intervention (p < 0.001). SU vignettes increased interest in teaching the most (p < 0.001, mean interest change: SU = 0.61, PU = 0.45, PV fit = −0.01). This study shows that interest in teaching can be increased by a motivation message intervention. Copyright © 2024 The Authors.
Original language | English |
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Article number | 104639 |
Journal | Teaching and Teacher Education |
Volume | 146 |
Early online date | May 2024 |
DOIs | |
Publication status | Published - Aug 2024 |
Citation
Thompson-Lee, S., Klassen, R. M., Wang, H., & Snell, R. J. S. (2024). Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching. Teaching and Teacher Education, 146, Article 104639. https://doi.org/10.1016/j.tate.2024.104639Keywords
- Teacher recruitment
- Utility values
- Person-organization fit
- STEM
- Motivation
- Gender