Motivation in High School Science Students: A Comparison of Gender Differences in Life, Physical, and Earth Science Classes

Autor/in	Britner, Shari L.
Titel	Motivation in High School Science Students: A Comparison of Gender Differences in Life, Physical, and Earth Science Classes
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 8, S.955-970 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20249
Schlagwörter	Student Attitudes; Grades (Scholastic); Females; Self Efficacy; Student Motivation; Earth Science; Biological Sciences; Gender Differences; Anxiety; Secondary School Science; Physical Sciences; Predictor Variables; Social Influences; Experience; Stress Variables; Emotional Response; High School Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Notenspiegel; Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Earth sciences; Geowissenschaften; Abwasserbiologie; Geschlechterkonflikt; Angst; Natural sciences; Naturwissenschaften; Naturwissenschaft; Prädiktor; Sozialer Einfluss; Erfahrung; Emotionales Verhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The aims of this study were to examine self-efficacy and other motivation variables among high school science students (n = 502); to determine the degree to which each of the four hypothesized sources of self-efficacy makes an independent contribution to students' science self-efficacy beliefs; to examine possible differences between life, physical, and Earth science classes; and to investigate patterns of gender differences that may vary among the fields of science. In Earth science classes, girls earned higher grades and reported stronger science self-efficacy. In life science classes, girls earned higher grades but did not report stronger self-efficacy, and did report higher science anxiety. In physical science, there were no gender differences in grades or self-efficacy, but girls again reported higher levels of science anxiety. For boys across science fields, science self-efficacy significantly predicted course grades and mastery experiences was the only significant predictor of self-efficacy. For girls, self-efficacy was also the strongest predictor of science grade across fields. Mastery experiences significantly predicted self-efficacy in Earth science for girls, but social persuasions, vicarious experiences, and physiological states were better predictors of science self-efficacy in life and physical science classes. Results support (Bandura, A., 1997) hypothesized sources of self-efficacy, previous research findings on self-efficacy in the domain of science, and validate the suggestion made by Lau and Roeser (2002) to disaggregate data by science field. (Contains 5 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10