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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
