{"@context":"http://iiif.io/api/presentation/2/context.json","@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/manifest.json","@type":"sc:Manifest","label":"Middle School Girls' Science Motivation and Performance: Cognitive Effects of an Out-of-School Time Program with Nutrition and Fitness Components","metadata":[{"label":"dc.description.sponsorship","value":"This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree."},{"label":"dc.format","value":"Monograph"},{"label":"dc.format.medium","value":"Electronic Resource"},{"label":"dc.identifier.uri","value":"http://hdl.handle.net/11401/76776"},{"label":"dc.language.iso","value":"en_US"},{"label":"dc.publisher","value":"The Graduate School, Stony Brook University: Stony Brook, NY."},{"label":"dcterms.abstract","value":"Middle school is a critical period in the cognitive and academic development of young women, and a time when their performance and interest in science may decline. After school programs play a key role in engaging youth in learning by providing opportunities to increase health and wellness, set goals, and strategize problem solving. Skills associated with the capacity to perform well in science are highly dependent upon abilities that fall under executive function. Executive function is an umbrella term for higher order cognitive processes including working memory, inhibitory control, cognitive flexibility, and the ability to plan, monitor and carry out goal directed actions. These processes complement the self-regulation of learning required for constructing scientific understandings. Self-regulation serves as a measure of control over behavior and environmental contexts play a pivotal role in the causal structure of social cognitive theory, which asserts that cognitive processes exert a determinative influence on goal-directed pursuits. This model was applied to an out-of-school-time (OST) program with measurement of its impact on students\u2019 cognition, motivation and science achievement. This study was conducted to address the overarching research question: What is the effect of an OST program for female middle school science students on goal-directed behavior, self-efficacy, attitudes, and achievement?  A 20-week informal science and triathlon training program served as the intervention for n = 29 at-risk female middle school students. The comparison group of females was randomly drawn from middle school students of a similar demographic (n = 30). The program combined empowerment lessons, nutrition and health science education twice per week from mid-March through June, and after school activities such as triathlon specific training and group fitness classes three times per week through July, with a culminating youth sprint triathlon (300-yard swim, 7-mile bike ride and 1.5-mile run). A mixed methods design was used in a three-part study to assess program outcomes measured by science achievement tests and motivation questionnaires, cognition assessments, fitness measurements, and semi-structured focus group interviews.  The first study employed mean comparisons, analysis of covariance and Roy-Bargmann stepdown analysis to determine the outcomes of a physical activity intervention for at-risk girls on the executive functioning involved in science learning. Data revealed the intervention contributed to a statistically significant improvement in cognition and science achievement. Multiple comparisons showed that the intervention group of adolescent middle school girls demonstrated statistically higher science achievement, with a moderate to strong effect. Inhibitory self-control, metacognition, and cognitive regulation were significantly improved compared to the control; data revealed medium effect sizes for inhibitory control and cognitive regulation, and a large effect size for metacognition.  The second study examined associations between physical activity, executive functions, and science performance with multiple regression analysis. Moderation analysis assessed the interaction of cognition variables and physical activity dose with science achievement. The intervention suggested improved cognition and science achievement in previously sedentary middle school girls. Higher physical activity and faster processing speeds were associated with increased science performance.   In the third study, an explanatory sequential mixed methods design was employed with quantitative pre-/post-measurement of fitness, motivation and achievement, followed by focus group interviews to provide insights into quantitative findings. Wilcoxon signed rank tests revealed significant improvements in cardiovascular fitness, science achievement, and aspects of motivation. Qualitative analysis revealed that confidence, interest, and determination motivational constructs positively influenced goal setting, strategies, improved health outcomes, motivation and academic achievement. Intervention participants learned to self-regulate their learning and set goals that promoted fitness, academic achievement, better attitudes and resilience. After school community and family inclusive programs with a structured fitness component may increase confidence, self-determination and science performance. These results suggest that an OST program with a nutrition education and fitness component may produce improvement in the cognitive processes and motivations involved in science learning."},{"label":"dcterms.available","value":"2017-09-20T16:51:10Z"},{"label":"dcterms.contributor","value":"Kelly, Angela M."},{"label":"dcterms.creator","value":"Gatz, Jennifer"},{"label":"dcterms.dateAccepted","value":"2017-09-20T16:51:10Z"},{"label":"dcterms.dateSubmitted","value":"2017-09-20T16:51:10Z"},{"label":"dcterms.description","value":"Department of Science Education"},{"label":"dcterms.extent","value":"102 pg."},{"label":"dcterms.format","value":"Monograph"},{"label":"dcterms.identifier","value":"http://hdl.handle.net/11401/76776"},{"label":"dcterms.issued","value":"2017-05-01"},{"label":"dcterms.language","value":"en_US"},{"label":"dcterms.provenance","value":"Made available in DSpace on 2017-09-20T16:51:10Z (GMT). No. of bitstreams: 1\nGatz_grad.sunysb_0771E_13244.pdf: 1078402 bytes, checksum: bcf50013606f318037976729ebca3c97 (MD5)\n  Previous issue date:    1"},{"label":"dcterms.publisher","value":"The Graduate School, Stony Brook University: Stony Brook, NY."},{"label":"dcterms.subject","value":"After school programs, Cognitive processes, Executive functions, Informal science learning, Physical activity, Science achievement"},{"label":"dcterms.title","value":"Middle School Girls' Science Motivation and Performance: Cognitive Effects of an Out-of-School Time Program with Nutrition and Fitness Components"},{"label":"dcterms.type","value":"Dissertation"},{"label":"dc.type","value":"Dissertation"}],"description":"This manifest was generated dynamically","viewingDirection":"left-to-right","sequences":[{"@type":"sc:Sequence","canvases":[{"@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/canvas/page-1.json","@type":"sc:Canvas","label":"Page 1","height":1650,"width":1275,"images":[{"@type":"oa:Annotation","motivation":"sc:painting","resource":{"@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/73%2F63%2F19%2F73631923844483955905867085932620214835/full/full/0/default.jpg","@type":"dctypes:Image","format":"image/jpeg","height":1650,"width":1275,"service":{"@context":"http://iiif.io/api/image/2/context.json","@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/73%2F63%2F19%2F73631923844483955905867085932620214835","profile":"http://iiif.io/api/image/2/level2.json"}},"on":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/canvas/page-1.json"}]}]}]}