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
Team Members
Bianca Aldrich, Author, Loyola University ChicagoCatherine Haden, Author, Loyola University Chicago
Funders
Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906839
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906940Funding Source: NSF
Funding Program: Advancing Informal STEM Learning (AISL)
Award Number: 1906808
Related URLs
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
