Motivation and Self-Regulated Science Learning in High-Achieving Students: Differences Related to Nation, Gender, and Grade-Level

Autor/inn/en	Tang, Min; Neber, Heinz
Titel	Motivation and Self-Regulated Science Learning in High-Achieving Students: Differences Related to Nation, Gender, and Grade-Level
Quelle	In: High Ability Studies, 19 (2008) 2, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	Academically Gifted; Grade 10; Grade 12; High School Students; Goal Orientation; Student Motivation; Science Education; Chemistry; Independent Study; High Achievement; Foreign Countries; Gender Differences; Age Differences; Comparative Analysis; Cross Cultural Studies; Cultural Differences; Statistical Analysis; China; Germany; United States; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zielorientierung; Zielvorstellung; Schulische Motivation; Naturwissenschaftliche Bildung; Chemie; Selbststudium; Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Statistische Analyse; Deutschland; USA
Abstract	A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self-regulation in chemistry learning. A 3 x 2 x 2 MANOVA revealed "nation" as having the largest major effect on these variables. The American group scored higher in most of the motivational and self-regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. (Contains 2 figures, 4 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10