Measures and Outcomes
Program Overview
MYHealth is a research training program that works in phases to engage high school students from Southeast Michigan as co-researchers.
In Summer Launch (Phase 1) students complete a 10-day crash course in research methods, ethics, and dissemination strategies.
In Impact Projects (Phase 2) students work in small teams throughout the academic year (September through May) to complete a research project on a topic that is interesting to them. To begin, the teams narrow in on a research question that is interesting to them. Each team develops 5 open-ended survey questions that are sent to youth around the country using MyVoice, a weekly, national text message poll. MYHealth students are then taught to use qualitative analysis processes to distill main findings (themes) from their data and present findings (typically at a local or national conference).
In Peer Leaders (Phase 3), Impact Projects alumni return and serve as peer mentors to Impact Projects students. At the same time, they continue to work on their own research project.
Key outcomes of interest
Participant demographics: age, gender, race/ethnicity, disability status, household characteristics
Science experience: participant previous experience with STEM and health research
Researcher identity: the extent to which youth see themselves as a researcher
Science motivation: interest and persistence in STEM and health research careers
Research self-efficacy: youth confidence applying and using research concepts
Scientific Literacy: youth application of science practices
Leadership and teamwork self-efficacy: confidence leading and working on a research team
Data collection techniques and timepoints
MYHealth students are observed throughout the program and all program sessions are audio-video recorded for secondary analysis. In addition, students are asked to complete surveys at pre-defined timepoints throughout the program. Finally, students are invited for a one-time follow-up interview upon completion of each phase to further probe about their views on health research and their experiences in the program.
Outcome |
Measure |
Administration |
|---|---|---|
| Participant Demographics | Race/Ethnicity Questions
Select items from Race, Ethnicity, Language, and Disability (REAL-D) McGee, M.G. (2020). Race, ethnicity, language and disability (REALD) implementation guide. Portland, Oregon: Oregon Health Authority, Equity and Inclusion Division. SES Proxy: MacArthur Social Ladder Goodman E, Adler NE, Kawachi I, Frazier AL, Huang B, Colditz GA. Adolescents’ Perceptions of Social Status: Development and Evaluation of a New Indicator. Pediatrics. 2001;108(2):e31. doi:10.1542/peds.108.2.e31 |
Pre-Summer Launch
Pre-Impact Projects Pre-, Post-Peer Leadership tenure |
| Science Experience | Select items from “Is Science Me?” Questionnaire
Aschbacher PR, Li E, Roth EJ. Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. J Res Sci Teach. 2010;47(5):564-82. |
Pre-Summer Launch
Pre-Impact Projects Pre-, Post-Peer Leadership tenure |
| Researcher Identity | Researcher Identity Scale
Wilson M, Bathia S, Morell L, Gochyyev P, Koo BW, Smith R. Seeking a better balance between efficiency and interpretability: Comparing the likert response format with the Guttman response format. Psychological Methods. Published online January 13, 2022. doi:10.1037/met0000462 |
Pre-, Post-Summer Launch
Pre-, Mid-, Post-Impact Projects Pre-, Mid- and Post-Peer Leadership tenure One-Year follow-up |
| Science Motivation | Science Motivation Questionnaire II (SMQ-II)
Bryan RR, Glynn SM, Kittleson JM. Motivation, achievement, and advanced placement intent of high school students learning science: Motivation of high school students learning science. Sci Educ. 2011;95(6):1049-65. |
Pre-, Post-Summer Launch
Pre-, Mid-, Post-Impact Projects Pre-, Mid- and Post-Peer Leadership tenure |
| Research Self-Efficacy | Selected items from the Research and Action Self-Efficacy Scale
Ozer EJ, Schotland M. Psychological empowerment among urban youth: Measure development and relationship to psychosocial functioning. Health Edu & Behav. 2011;38(4):348-56. |
Pre-, Mid-, Post-Impact Projects
Pre-, Mid- and Post-Peer Leadership tenure One-Year follow-up |
| Scientific Literacy | Science Process Skills Inventory
Arnold ME, Bourdeau VD, Nott BD. Measuring science inquiry skills in youth development programs: The science process skills inventory. J Youth Dev. 2018;8(1):15. |
Pre-, Mid-, Post-Impact Projects |
| Leadership and Teamwork Self-Efficacy | Leadership and Teamwork Self-Efficacy Scale
Chemers MM, Zurbriggen EL, Syed M, Goza BK, Bearman S. The role of efficacy and identity in science career commitment among underrepresented minority students. J Soc Issues. 2011;67(3):469-91. |
Pre-, Mid-, Post-Peer Leadership tenure |
