Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Ryan and Deci's Self-Determination Theory01:17

Ryan and Deci's Self-Determination Theory

13.2K
Self-Determination Theory (SDT), formulated by Richard Ryan and Edward Deci, explains that human motivation is driven by three fundamental psychological needs: autonomy, competence, and relatedness. When these needs are met, individuals experience personal growth, intrinsic motivation, and overall well-being.
Autonomy is the need to feel in control of one's actions and decisions. For example, a student who chooses their research topic is likely to be more engaged and motivated than one who...
13.2K
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

5.3K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.3K
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

18.5K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
18.5K
Secondary Motives: Power Motivation and Achievement Motivation01:27

Secondary Motives: Power Motivation and Achievement Motivation

239
Power motivation and achievement motivation are two essential social motives identified by psychologist David McClelland. These motives influence behavior in various personal and professional contexts, shaping how individuals interact with others and pursue their goals.
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
239
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

40.4K
People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
40.4K
Social Cognitive Perspective on Personality01:30

Social Cognitive Perspective on Personality

666
Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
666

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

High school science fair: Characterizing student communication and presentation practices and their association with SEF outcomes.

bioRxiv : the preprint server for biology·2026
Same author

Infectious disease complications associated with opioid use disorder at a southern county hospital: a retrospective chart review.

BMC infectious diseases·2026
Same author

Psychiatric Advance Directives: An Analysis of Current Usage at a Large County Hospital.

Psychiatric research and clinical practice·2025
Same author

Long-Term Implications of Combined Cross-Facial Nerve Graft and Nerve Transfer in Facial Paralysis.

Journal of reconstructive microsurgery·2025
Same author

Drowning prevention information: Identifying channels and disparities - a survey of a level 1 paediatric trauma centre.

Injury prevention : journal of the International Society for Child and Adolescent Injury Prevention·2025
Same author

Enhancing Oncology Education: Effects of a Structured Enrichment Elective on Medical Student Engagement and Career Intentions.

Journal of cancer education : the official journal of the American Association for Cancer Education·2025

Related Experiment Video

Updated: Sep 15, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

9.5K

High School Science Fair: What Students Say -- Mastery, Performance, and Self-Determination Theory.

Frederick Grinnell1, Simon Dalley2, Joan Reisch3

  • 1Department of Cell Biology, UT Southwestern Medical Center, Dallas, Texas, United States of America.

Biorxiv : the Preprint Server for Biology
|July 14, 2025
PubMed
Summary

Science and Engineering Fairs (SEFs) boost student interest by offering learning, research experience, and career exploration. Support from scientists and focusing on mastery, not just winning, enhances positive outcomes and engagement in STEM.

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.2K

Related Experiment Videos

Last Updated: Sep 15, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

9.5K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.2K

Area of Science:

  • Educational Psychology
  • Science Education

Background:

  • Science and Engineering Fairs (SEFs) are widely believed to increase high school students' interest in Science and Engineering (S&E).
  • Understanding the specific reasons for SEF participation's appeal is crucial for developing effective strategies to enhance student engagement and success in S&E.
  • Previous research has explored motivations for SEF participation, but a deeper analysis of student-provided reasons is needed.

Purpose of the Study:

  • To investigate the underlying reasons why participation in Science and Engineering Fairs (SEFs) influences high school students' interest in Science and Engineering (S&E).
  • To analyze qualitative feedback from students regarding their positive and negative experiences in SEFs.
  • To identify factors associated with positive SEF experiences and outcomes, such as mentorship and competition level.

Main Methods:

  • A national survey was conducted with 1191 high school students who participated in SEFs during the 2021-22 and 2022-23 academic years.
  • A free-text "Reason Why?" question was incorporated into the survey to gather qualitative data on students' motivations and experiences.
  • Student comments were analyzed to identify frequently mentioned positive and negative reasons for their interest (or lack thereof) in S&E.

Main Results:

  • The most common positive reasons cited by students included learning new things, gaining research experience, having a fun experience, and considering career choices.
  • The most frequent negative reasons mentioned were that participation was not fun, stressful, or boring; the project was not suitable; a lack of interest in science; and mandatory participation.
  • Students who received coaching from scientists reported more positive comments and achieved better outcomes, while those participating in school-only fairs reported more negative experiences.

Conclusions:

  • Student reasons for increased interest in S&E through SEFs align with mastery criteria, emphasizing learning and personal growth.
  • Conversely, reasons for requiring competitive SEFs in prior studies aligned with performance criteria, focusing on winning and external validation.
  • Tailoring SEF requirements to align with self-determination theory principles (motivation, competence, community) and student-centered mastery orientations can significantly enhance the impact of SEFs on STEM interest and career aspirations.