Love It or Leave It: Norwegian Students' Motivations and Expectations for Postcompulsory Physics.

Autor/inn/en	Vetleseter Bøe, Maria; Henriksen, Ellen Karoline
Titel	Love It or Leave It: Norwegian Students' Motivations and Expectations for Postcompulsory Physics.
Quelle	In: Science education, 97 (2013) 4, S. 550-573Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21068
Schlagwörter	Einstellungsforschung; Selbstkonzept; Geschlechterforschung; Interessenforschung; Lernmotivation; Motivation; Kurswahl; Geschlechtsdifferenzierung; Naturwissenschaftlicher Unterricht; Physikunterricht; Berufserwartung; Karriereplanung
Abstract	In response to insufficient participation and female underrepresentation in physics education, this article uses questionnaire data from Norwegian physics students in upper secondary (N = 585) and first-year tertiary (N = 278) education to characterize the "physics choosers." An expectancy-value perspective is adopted to describe the motivations and expectations behind the respondents' physics choice. Three choice profiles were identified among secondary students. The intrinsic and extrinsic profile, broadly motivated by interest-enjoyment, expectation of success, and utility for university admission; the extrinsic profile emphasizing mainly utility; and the intrinsic profile emphasizing mainly interest-enjoyment. Females were underrepresented in the intrinsic profile. Many secondary students did not know what kind of job they wanted, but those who did, aspired to go into medicine (particularly females) or engineering (particularly males). Tertiary students were motivated by a passion for physics and high expectation of enjoyment, and many of them planned to go into research. Tertiary students were more likely than secondary students to value idealistic purposes in a future career. The results imply that participation in physics may be improved by targeting students with a broader motivation than interest alone, through inclusive classroom practices, support of students' self-concepts, and examples of physics applications and physics-related careers available.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2014/3