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.1049-1065 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20462
Schlagwörter	Science Careers; Advanced Placement; Self Efficacy; Student Interests; Advanced Placement Programs; Student Motivation; Essays; Science Teachers; Epistemology; Intention; High School Students; Science Instruction; Social Cognition; Learning Theories; Questionnaires; Self Determination; Interviews; Academic Aspiration; Occupational Aspiration + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Studieninteresse; Schulische Motivation; Essay; Aufsatzunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Erkenntnistheorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziale Kognition; Learning theory; Lerntheorie; Fragebogen; Selbstbestimmung; Interviewing; Interviewtechnik; Berufsneigung; Berufsziel
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. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10