ArticleFrontiers in psychology2021
Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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Who cites it
2 citing papers in PubMed.
- How addiction fuels innovation: a mixed-methods study on the psychological trade-offs of digital labor in gig economy.Frontiers in psychology · 2025Article
- Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education.Frontiers in psychology · 2022Article
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Authors and funding
3 authors.
Funding
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Abstract
A growing interest has been observed among K-12 school educators to incorporate maker pedagogy into science, technology, engineering, and mathematics (STEM) education to engage students in the design and making process. Both cognitive engagement and emotional engagement of students can be promoted through satisfying the psychological need of relatedness that concerns a sense of connection and belonging. How to support relatedness would influence the effective development of students' cognitive competencies, namely creativity and critical thinking, and non-cognitive characteristics, namely interest and identity. Therefore, the present study investigated how two relatedness support strategies-real-world problems (RWP) and mentoring influence the development of student's STEM-related cognitive competencies and non-cognitive characteristics in STEM marker activities. We implemented a 7-week intervention study with three classes of Grade 9 students (aged 13-15 years) in Hong Kong (
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