Evidence map›Paper›PMID 39539694›Full record

ArticleResearch in science education2024

Exploring the Associations of Afterschool Science Participation and Friendships with Science Identities.

Patricia Wonch Hill, Grace M Kelly, Julia McQuillan, Jorge Ledesma, Miranda Melson, G Robin Gauthier

Abstract read
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In one paragraph

Article in Research in science education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Patricia Wonch HillCenter for Math, Science, and Computer Education, University of Nebraska, Lincoln, NE USA.
Grace M KellyDepartment of Sociology, University of Nebraska, Lincoln, NE USA.ORCID 0000-0001-5642-154X
Julia McQuillanDepartment of Sociology, University of Nebraska, Lincoln, NE USA.
Jorge LedesmaPublic Health, Brown University, Public Health, Providence, RI USA.
Miranda MelsonDepartment of Sociology, Northeastern University, Boston, MA USA.
G Robin GauthierIWK Health, Nova Scotia, Canada.

Funding

Nebraska Center for VirologyP30GM103509 · NIGMS · UNIVERSITY OF NEBRASKA LINCOLN · PI WOOD, CHARLES · 2012 to 2014
$3.3M
World of VirusesR25RR024267 · NCRR · UNIVERSITY OF NEBRASKA LINCOLN · PI DIAMOND, JUDY · 2007 to 2011
$1.6M
Biology of Human: Understanding Ourselves through the Lens of Current BiomedicalR25OD010506 · OD · UNIVERSITY OF NEBRASKA LINCOLN · PI DIAMOND, JUDY · 2012 to 2016
$1.4M
Worlds of Connections: Vaccine HesitancyR25GM129836 · NIGMS · UNIVERSITY OF NEBRASKA LINCOLN · PI MCQUILLAN, JULIA · 2018 to 2022
$1.3M
An Economical Point-of-Care Software Solution Prototype for Medication Prior AuthorizationR41MH124600 · NIMH · BREEZMED, LLC · PI SALZBRENNER, STEPHEN · 2020 to 2021
$353k
NCRR NIH HHS R25 RR024267NIGMS NIH HHS P30 GM103509NIGMS NIH HHS R25 GM129836NIH HHS R25 OD010506NIMH NIH HHS R41 MH124600
6 · The paper itself

Abstract

Building on previous research that demonstrates the association of youth experiences in afterschool science and higher science identities, this paper presents a network study of 421 middle school students that examines afterschool science participation, friendship ties, and science identities. Participation in afterschool science clubs is associated with higher science identity, but the mechanisms and order of causality are unclear. Youth form friendships inside and outside of school, and peers may influence participation in afterschool activities, as empirical research on friendships shows that they are associated with youth interests. These peer interactions also have the potential to shape identity development during adolescence. In this study, we explore associations among youth participation in afterschool science clubs, peer friendship groups, and science identity. We find that youth who participate in afterschool science clubs have higher science identities than those who do not participate. Additionally, having friends in afterschool science clubs is associated with higher science identity, even among students who report not participating in clubs themselves. Results suggest that afterschool science clubs support youth science identities, even beyond those who directly participate.

Indexed as

Afterschool scienceMiddle schoolPeer influenceScience identity

Identifiers

PMID39539694
PMCPMC11554726

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.