Motivational factors in makerspaces: a mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions

• DOI: 10.1186/s40594-018-0129-0
• Publication Date: 2018-10-23T13:38:39Z
• Authors: Vanessa W. Vongku...; Ananya M. Matewos; Gale M. Sinatra; Julie A. Marsh
• Keywords: Self-Efficacy; Situational ethics; Think aloud protocol; Multimethodology

Design-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning. Since these largely implemented middle school older students, less is known about their motivational implications elementary contexts. The purpose of this study was understand how students' (grades 3-6) self-efficacy changed throughout the semester a design-based course, changes are associated with experiences positive negative achievement emotions. Additionally, investigated emotions related interest development course.Results hierarchical growth modeling showed that although situational remained moderately high during both declined over semester. Further, self-efficacy, as well excitement frustration project tasks were found interest. Interpretive analysis think-aloud interviews classroom observations supported findings.Design-based makerspaces potential trigger activities. However, iterative design process can lead suboptimal outcomes on Instructors should offer context-sensitive efficacy- emotion-related scaffolds foster experiences.