Literaturnachweis - Detailanzeige
Autor/inn/en | Jensen, Fredrik; Sjaastad, Jørgen |
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Titel | A Norwegian Out-of-School Mathematics Project's Influence on Secondary Students' STEM Motivation |
Quelle | In: International Journal of Science and Mathematics Education, 11 (2013) 6, S.1437-1461 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1571-0068 |
DOI | 10.1007/s10763-013-9401-4 |
Schlagwörter | Foreign Countries; STEM Education; Focus Groups; Questionnaires; Extracurricular Activities; Secondary School Students; Mathematics Achievement; Attendance; Academic Persistence; Student Motivation; Instructional Effectiveness; Educational Environment; Interpersonal Relationship; Influences; Expectation; Student Attitudes; Norway Ausland; STEM; Fragebogen; Außerunterrichtliche Aktivität; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Anwesenheit; Schulische Motivation; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Influence; Einfluss; Einflussfaktor; Expectancy; Erwartung; Schülerverhalten; Norwegen |
Abstract | Considerable resources are spent on initiatives aiming to increase achievement and participation in science, technology, engineering, and mathematics (STEM). Drawing on focus group interviews and a questionnaire study with participants in ENT3R, a Norwegian out-of-school mathematics program, we investigated why participants attended and stayed in this program and assessed how it influenced participants' STEM motivation. The authors identified 3 aspects of ENT3R highlighted by the participants: The instructors provided good teaching, the instructors created a positive atmosphere, and the instructors engaged in interpersonal relationships. Moreover, drawing on the expectancy-value model, the authors found that ENT3R appeared to influence 5 factors in the model that are important for STEM motivation: expectation of success, interest-enjoyment value, attainment value, utility value, and cost. This study points to the importance of carefully recruited and trained instructors and of flexible, responsively designed extracurricular programs. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |