Investigating Relationships between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates

Autor/inn/en	Aldridge, Jill M.; Rowntree, Kate
Titel	Investigating Relationships between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates
Quelle	In: Research in Science Education, 52 (2022) 5, S.1545-1564 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldridge, Jill M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-09998-2
Schlagwörter	Correlation; Educational Environment; Student Attitudes; Learning Motivation; Females; Science Interests; Gender Differences; Science Careers; Disproportionate Representation; Structural Equation Models; Foreign Countries; STEM Education; Metacognition; Individual Development; Science Education; United Arab Emirates + Suchen Sie Ihr Suchwort? Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Motivation for studies; Lernmotivation; Weibliches Geschlecht; Geschlechterkonflikt; Ausland; STEM; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individuelle Entwicklung; Naturwissenschaftliche Bildung; Vereinigte Arabische Emirate
Abstract	The global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1) to examine the influence of female students' perceptions of the psychosocial learning environment on their motivation towards and self-regulation in science learning,; and (2) to investigate the influence of their reported motivation on their self-regulation of effort. Data were collected from 338 female students in grades 6 to 9 science classes across 16 government schools in Abu Dhabi, in the United Arab Emirates. Structural equation modelling was used to explore the hypothesised relationships, which indicated that there were statistically significant relationships between learning environment perceptions, motivation and self-regulation. The results provide exigent information to both teachers, policy-makers and researchers with regard to the influences of the psychosocial learning environment on female students' motivation towards science, as well as the influence of motivation towards science on their self-regulatory behaviour within science classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01