Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching

Sophie THOMPSON-LEE, Robert M. KLASSEN, Hui WANG, Rebecca J. S. SNELL

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

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 languageEnglish
Article number104639
JournalTeaching and Teacher Education
Volume146
Early online dateMay 2024
DOIs
Publication statusPublished - 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.2024.104639

Keywords

  • Teacher recruitment
  • Utility values
  • Person-organization fit
  • STEM
  • Motivation
  • Gender

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