Motivation, achievement, and advanced placement intent of high school students learning science.

Autor/inn/en	Bryan, Robert R.; Glynn, Shawn M.; Kittleson, Julie M.
Titel	Motivation, achievement, and advanced placement intent of high school students learning science.
Quelle	In: Science education, 95 (2011) 6, S. 1049-1065Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20462
Schlagwörter	Fragebogen; Interview; Selbstbestimmung; Selbstwirksamkeit; Sekundarstufe II; High School; Schülereinstellung; Lernerfolg; Lernmotivation; Lerntheorie; Naturwissenschaftlicher Unterricht
Abstract	Within the framework of social cognitive theory, we examined the motivation of students (14-16 years old) to learn science in their introductory science courses. The students responded to a questionnaire about their intrinsic motivation, self-efficacy, and self-determination. The students also wrote essays about their motivation, and individual interviews were conducted with a representative sample of students. We found that the students' intrinsic motivation, self-efficacy, self-determination, and achievement were related. Consistent with social cognitive theory, self-efficacy was the motivation factor most related to achievement. The Advanced Placement Program (AP) aspirants were higher than nonaspirants in intrinsic motivation, self-efficacy, self-determination, and achievement. Patterns in students' essays and interviews identified inspiring teachers, career interests, and collaborative-learning activities as strong motivators. The findings suggest that science teachers should use social modeling and collaborative-learning activities to foster students' motivation, achievement, AP intent, and interest in science careers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2