From: From quality to outcomes: a national study of afterschool STEM programming
Domain | Scale | Definition | Example item | # items | Scale endpoints |
---|---|---|---|---|---|
STEM attitudes | STEM engagement | Interest and excitement in participating in STEM | “I like to participate in science projects.” | 10 | Strongly disagree to strongly agree |
STEM career interest | Motivation to pursue a career in STEM | “Science will help me find a job.” | 7 | Strongly disagree to strongly agree | |
STEM career knowledge | Knowledge of STEM-related careers and the steps to attain them | “I know about different kinds of science jobs.” | 4 | Not informed at all to very well informed | |
STEM identity | Understanding of oneself as a person who can do STEM and be in STEM | “I think of myself as a science person.” | 7 | Strongly disagree to strongly agree | |
STEM activity participation | Pursuit of STEM activities in everyday life | “I watch science TV shows.” | 4 | Hardly ever to very often | |
SEL/twenty-first-century skills | Relationships with adults | Positive connections and attitudes toward interactions with adults | “There are adults who are interested in what I have to say.” | 4 | Not at all to almost always |
Relationships with peers | Positive and supportive social connections with friends and classmates | “I have friends who care about me.” | 4 | Not at all to almost always | |
Perseverance | Persistence in work and problem-solving despite obstacles | “I keep working even if it takes longer than I thought it would.” | 4 | Not at all to almost always | |
Critical thinking | Examination of information, exploration of ideas, and independent thought | “I like to think of different ways to solve a problem.” | 5 | Not at all to almost always |