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1.
A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large‐enrollment college science course that satisfies a core curriculum requirement. Based on a social‐cognitive framework, motivation to learn science was conceptualized as having both cognitive and affective influences that foster science achievement. Structural equation modeling was used to examine the hypothesized relationships among the variables. The students' motivation, as measured by the Science Motivation Questionnaire (SMQ), had a strong direct influence on their achievement, as measured by their science grade point average. The students' motivation was influenced by their belief in the relevance of science to their careers. This belief was slightly stronger in women than men. Essays by the students and interviews with them provided insight into their motivation. The model suggests that instructors should strategically connect science concepts to the careers of nonscience majors through such means as case studies to increase motivation and achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1088–1107, 2007  相似文献   

2.
During their socialisation process, many girls gifted in physics acquire a reality construction inconsistent with their objectively measurable competencies. In comparison to boys they rate their action and problem solving competencies unrealistically low, which results, for example, in extremely low participation rates in scientific and technical studies and professions. For this reason differences in motivation and self‐related cognitions become the focus of interest in explaining achievement differences. The present study was carried out prior to initial physics instruction. Students in the 7th grade of the German Gymnasium (243 girls and 282 boys) were divided according to their KFT 4‐13+ results into “average”, “gifted” or “highly gifted groups”. Prior to commencement of physics instruction, boys in general, as well as gifted male and female students, already possessed more knowledge of physics and more favourable motivation for the subject than girls or male and female students of average ability. In addition, domain specific measures and self‐related cognitions were evaluated in accordance with Dweck's model of achievement motivation.  相似文献   

3.
We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy‐two students responded to a self‐report survey on motivation (ie, self‐efficacy, intrinsic value), mathematics achievement emotions (ie, anxiety, anger, shame, hopelessness, boredom, enjoyment, pride), and cognitive processes (ie, cognitive strategy use, self‐regulation). A three‐step hierarchical multivariate regression was employed to examine which of the factors predict student achievement. Results showed that motivation accounted for approximately 13% of the variance in student achievement and self‐efficacy was the significant individual predictor of student achievement. However, when achievement emotions were added to the analysis, self‐efficacy failed to predict student achievement and emotions accounted for 37% of the variance in student achievement. Cognitive strategy use and self‐regulation did not explain any additional variance in the final scores. Findings are discussed and implications for future research and development are also suggested.  相似文献   

4.
This study explores the relationship between affective and cognitive variables in grade 9 chemistry students (n = 73). In particular, it explores how students' situational interest, their attitudes toward chemistry, and their chemistry‐specific self‐concept influence their understanding of chemistry concepts over the course of a school year. All affective variables were assessed at two time points: at the middle of the first semester of grade 9, and at the end of the second semester of grade 9, and then related to students' postinstructional understanding of chemical concepts. Results reveal that none of the affective variables measured at the earliest time point have a significant direct effect on postinstructional conceptual understanding. Looking at the different affective variables as intermediary constructs, however, reveals a pattern in which self‐concept and situational interest measured at the middle of grade 9 contribute to self‐concept measured at the end of grade 9, which in turn, has a positive, significant effect on students' postinstructional conceptual understanding. These results reveal the importance of a strong and positive self‐concept, the feeling of doing well in the chemistry class, for developing a meaningful understanding of scientific concepts. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 908–937, 2007  相似文献   

5.
Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.  相似文献   

6.
The current study aimed to determine and predict 12th-grade students' physics achievement in terms of some selected cognitive, physics-related effective, personal, and socioeconomic characteristics in Turkey. Four hundred and ninety-six students (273 female and 223 male) from 18 high schools formed the study group. Findings indicated that cognitive characteristics including science achievement and physics course grades explained the largest amount of variance (60.6%) in the achievement by itself. Physics interest and physics motivation as well as gender and perception of teacher-directed activities also explained a small amount of variance in student achievement. Although none of the socioeconomic characteristic variables were found to be significant, the entire model accounted for 64% of the variance in physics achievement.  相似文献   

7.
From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of questionnaire construct validity. The motivation components, especially self‐efficacy, were related to the students' college science grade point averages. The science majors scored higher than the nonscience majors on all of the motivation components. Among both science majors and nonscience majors, men had higher self‐efficacy than women, and women had higher self‐determination than men. The findings suggest that the questionnaire is a valid and efficient tool for assessing components of students' motivation to learn science in college courses, and that the components play a role in students' science achievement. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1159–1176, 2011  相似文献   

8.
This study examined the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self‐esteem in high school students. Participants were 123 tenth‐ through twelfth‐grade students. Results of multiple regression analyses indicated that students' personal standards were significant predictors of academic achievement. Students' personal standards also significantly predicted achievement motivation. Analyses of the relationship between perfectionism and depression and self‐esteem found that as students' personal standards increased, their levels of depression decreased and self‐esteem increased. Furthermore, when students experienced a discrepancy between their personal standards and actual performance, their depression levels increased and self‐esteem decreased. © 2000 John Wiley & Sons, Inc.  相似文献   

9.
This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in‐class and after‐school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A fixed‐effects model was employed to control the undetected variances. Results indicated that the students frequently used their mobile devices for physics learning in class and after school. Students also perceived the mobile devices as very useful for their physics learning, and their perception of usefulness was positively correlated with their frequency of use. Both the in‐class and after‐school duration and frequency of mobile technology use positively influenced students' physics learning achievement and interest. However, we also found that mobile technology was mainly used to augment rather than to transform instructional practices in physics classrooms. The paper concludes with a discussion of implications and limitations of these results for research and practice.  相似文献   

10.
Affective feedback during a self‐assessment test could help induce the learner to an optimal emotional state regarding the learning material. However, there is a lack of experimental evidence concerning the influence of affective feedback during a self‐assessment test. This paper is a step towards this direction. The effect of achievement‐based reward feedback on students' state and trait anxiety was examined. Ninety‐two students participated in an experiment. Half of these students received an applause sound after a correct answer to a question. Results highlight gender differences concerning this emotional type of feedback.  相似文献   

11.
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.  相似文献   

12.
This study is concerned with the academic progress and achievement of a pair of newly arrived bilingual twins in a secondary school in London and the affective factors involved. Differences in their personality traits and self perception resulted in the development of their divergent personal learning styles. The introverted personality of one of them helped him to adopt a relatively 'deep' learning style while the extroverted personality of the other enhanced his group work, talk and classroom socialisation under appropriate circumstances. Task interest, appropriate learning strategies and supportive situations improved motivation as well as learning style for both of them. The students' learning behaviour reported in this investigation have implications for curriculum planning in schools.  相似文献   

13.
Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross‐lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross‐lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation.  相似文献   

14.
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15.
Many interest studies have shown the decline of students' interest in physics during secondary education, particularly among girls. Research into physics‐related interests of students suggests applying different measures to reduce or reverse that trend such as: (a) suggesting curricular changes that do justice to the specific interests and experiences of girls, (b) improving the ability of teachers to support girls in the development of a positive physics related self‐concept, and (c) changing to an organizational setting that gives girls a better chance to improve their self‐concept about physics. The purpose of this study was to examine whether these hypothetically effective measures lead to an improvement of the situation for girls when implemented in the physics classroom. The intervention took a whole school year of some 60 one‐hour lessons and comprised 12 experimental and 7 control classes of seventh graders (age about 13). Their immediate and long‐term achievements, as well as their change of interest in physics, their subjectively experienced competence, and their physics‐related self‐concept were assessed by written tests at various stages of the intervention. The intervention proved successful and significantly improved most of these indicators for girls (and boys) in the experimental group. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 870–888, 2002  相似文献   

16.
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.  相似文献   

17.
This study investigates the effect of physics education on students' achievement in a large‐scale quantitative study of pre‐academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their “pleasantness” principally defined by their perceived friendliness and positive feedback and their “centeredness” principally defined by the perceived teacher centeredness in the lessons. Furthermore, this study includes four student aspects: their “general capability,” their “quantity of work,” their “quality of work,” and their “interest in the lessons.” Structural Equation Modeling is used in order to cluster the different variables defining the perceived pleasantness and the perceived centeredness of the teacher and the general capability, interest, and learning attitudes of the students. Furthermore, interrelations among these components and students' achievement are analyzed. Eventually, a very large effect of the students' general capability (61–72%) and a remarkably smaller effect of the remaining parameters (<3%) on achievement are detected. However, one should not yet conclude that teacher effect on high‐achieving‐students' achievement is consistently low. To the contrary, these results should be seen as an incentive to consider nonlinear effects, to vary ones viewpoint and to include more/other variables. In spite of the almost negligible correlation between the measured aspects of the physics teachers and achievement, the correlations between the teacher variables and the remaining student variables are quite significant. Both the perceived pleasantness and the centeredness of the teachers have a significant effect on the interest of their students. Furthermore, the pleasantness of the teacher correlates with the quality of the students' work and the centeredness of the teacher with their quantity of work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 465–488, 2012  相似文献   

18.
The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first‐year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self‐regulatory learning strategies, and personality traits, with end‐of‐semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self‐regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self‐regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self‐regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.  相似文献   

19.
The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance–approach goals; (c) students' self‐perceptions of their ability to generate creative ideas (i.e., creative self‐efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self‐efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800–814, 2007  相似文献   

20.
This paper examines teachers' perceptions of their students' motivation and engagement and their enjoyment of and confidence in teaching. Drawing on Martin's Student Motivation and Engagement Scale, 10 facets of motivation and engagement were explored amongst a sample of 1,019 teachers. These facets comprised three adaptive cognitive dimensions of motivation (self‐efficacy, valuing of school, mastery orientation), three adaptive behavioural dimensions (planning, study management, persistence), two impeding dimensions (anxiety, failure avoidance), and two maladaptive dimensions (uncertain control, self‐handicapping). Male teachers tended to report significantly higher student motivation and engagement than female teachers (though effect sizes were small) and primary school teachers reported significantly higher student motivation and engagement than high school teachers (effect sizes were moderate). Adaptive dimensions were more strongly associated with enjoyment and confidence in teaching than impeding and maladaptive dimensions. Of the adaptive dimensions, students' mastery orientation was the strongest correlate of teachers' enjoyment of teaching and students' persistence and students' planning were the strongest correlates of teachers' confidence in teaching. These associations were more marked for male teachers and relatively independent of years spent teaching. Implications for teacher education and professional development are discussed.  相似文献   

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