There is no doubt that connections with other people motivate behavior; yet science is stereotyped as being lonely work devoid of communal connections. Drawing from self-regulation of motivation and goal congruity theories, we ask, does relationship-building in science foster communal perceptions that then increase women’s persistence in and motivation for science research? In a scientific context designed to simulate a “typical” setting that emphasized gender and the male-dominated nature of STEM, women and men students interacted with a male confederate [Study 1 (N = 245)] or women students interacted with a female confederate [Study 2 (N = 152)]. In both cases, the student-confederate pair completed a series of getting-to-know-you questions to foster a relationship, engaged in a boring “data transcription” task together, and completed measures of communal goal perceptions, science research motivation, and belonging. We also assessed actual persistence on and future motivation for the science task. Across both studies, women’s communal perceptions significantly predicted belonging and science research motivation. In turn, science research motivation led to significantly greater persistence and future motivation and significantly mediated the link between communal perceptions and science persistence (Study 1). Results for belonging were mixed. Study 2 results provided a conceptual replication, extending the model to same-gender peer interactions. Overall results suggest peer relationship-building exercises are one pathway to help women feel a sense of community in science education. Focusing on creative strategies to retain women students in science will enhance science innovation and contribute to a more inclusive teaching and learning environment.

毫无疑问，与他人的联系会激发行为；然而，科学被刻板地认为是缺乏公共联系的孤独工作。从动机的自我调节和目标一致性理论中，我们问，科学中的关系建立是否会促进公共观念，然后增加女性对科学研究的坚持和动机？在旨在模拟强调性别和 STEM 的男性主导性质的“典型”环境的科学环境中，男女学生与男性同盟互动 [研究 1 ( N  = 245)] 或女学生与女性同盟互动[研究 2 ( N = 152)]。在这两种情况下，这对学生和同伴都完成了一系列结识问题以培养关系，一起从事无聊的“数据转录”任务，并完成了对共同目标感知、科学研究动机和归属。我们还评估了对科学任务的实际坚持和未来动机。在这两项研究中，女性的公共认知显着预测了归属感和科学研究动机。反过来，科学研究动机导致显着更大的持久性和未来动机，并显着调节了公共认知和科学持久性之间的联系（研究 1）。归属感的结果喜忧参半。研究 2 结果提供了概念复制，将模型扩展到同性同伴互动。总体结果表明，建立同伴关系的练习是帮助女性在科学教育中感受到社区感的一种途径。专注于留住女科学生的创造性战略将促进科学创新，并有助于营造更具包容性的教学环境。