Authors: Porter Bischoff, Kody Garrett, Clayton Rawson
Mentors: Britt Wyatt, Josh Premo
Insitution: Utah Valley University
This research delves into the underexplored territory of medical experiences and their potential impact on undergraduate students' motivation in STEM courses. While prior studies have focused on factors like gender and ethnicity in STEM, little attention has been given to the influence of medical experiences and chronic conditions on STEM students, despite evidence suggesting that students with medical conditions face unique challenges in completing their degrees.
Our study specifically investigates the effects of medical experiences and chronic conditions on students enrolled in science classes at an open enrollment institution. We hypothesize that increased academic interruptions due to medical experiences may lead to decreased science motivation, reduced sense of belonging, self-efficacy, and self-determination.
Data was collected from 390 students across 14 biology courses, including non-majors, at a teaching-focused institution, both before and after the courses. Surprisingly, 57% of surveyed students reported having a medical experience, and 22% reported having a chronic condition, highlighting the significance of this identity within the student population.
As anticipated, students experiencing more medical interruptions exhibited a notable decrease in their sense of belonging and self-efficacy, albeit with a small effect size. Intriguingly, students with medical experiences who engaged more with science demonstrated significantly higher levels of science immersion and motivation. This suggests that medical experiences can influence student engagement with science, both positively and negatively. The impact of these interruptions on a student's academics is closely linked to their sense of belonging and self-efficacy. However, if medical experiences drive increased engagement with science, students may find themselves more motivated to explore these experiences within the context of scientific inquiry.
Understanding how medical experiences can shape students' motivation is essential as science instructors adapt their course content and pedagogy to be more inclusive, embracing the diverse identities within their student population.