Table 2 Coding categories for behavioral constructs
From: Measuring informal STEM learning supports across contexts and time
Learning support | Operational definition | Coding |
|---|---|---|
Interest | Number of and duration between check-ins | Code number of check-ins associated with specific events or locations |
Engagement | User-initiated check-ins, user-entered descriptions | Identify runs related to the same events or location. Runs are defined as check-in patterns that occur in less than 1% of Monte Carlo simulations. |
Identity | User-initiated check-ins, user-entered descriptions | Count specific key words related to STEM identity: 1. positive/negative evaluation terms (e.g., like, fun, enjoy) vs. (hate, etc.). related to topics, performance, and abilities (evaluations after activities as suggested by Hughes, Nzekwe, & Molyneaux, 2013) 2. Activities that influence identity (e.g., reading about scientists from under-represented groups) |
Goal setting | Counting the number of user-initiated check-ins related to previous learning goals | Count specific key words related to learning goals (e.g., learn, tried to, wanted to, I did it!), social goals (friends, family, dad, mom, etc.), and fun goals (e.g., wanted to have fun, play) |