The current study used self-determination theory to examine the efficacy of an established and rigorous STEM enrichment program, the Summer Science Program, in promoting high school students’ motivation for, and identification with, scientific research. Results of latent change analyses indicated that students’ scientific research identity, intrinsic research motivation, and psychological needs for autonomy, competence, and relatedness increased significantly across two timepoints. Results of hierarchical regression analyses also indicated that satisfaction of autonomy and competence needs at a prior time point was positively associated with later intrinsic research motivation These analyses also suggested that intrinsic research motivation was both a distal and proximal predictor of scientific research identity. Overall, our findings suggest that engaging in authentic research as a high school student has the ability to promote motivation and retention in STEM and plays an important role in facilitating the socialization and assimilation of students into the broader scientific community.

当前的研究使用自决理论来检验已建立且严格的STEM强化计划（夏季科学计划）在促进高中学生进行科学研究的动机和认同方面的功效。潜在变化分析的结果表明，在两个时间点上，学生的科学研究身份，内在研究动机以及对自主性，能力和相关性的心理需求显着增加。分层回归分析的结果还表明，在先前时间点的自主性和能力需求的满足与以后的内在研究动机成正相关。这些分析还表明，内在研究动机既是科学研究身份的远端预测器又是近端预测器。全面的，