Yes I Can: The Contributions of Motivation and Attitudes on Course Performance among Biology Nonmajors

Autor/inn/en	Partin, Matthew L.; Haney, Jodi J.; Worch, Eric A.; Underwood, Eileen M.; Nurnberger-Haag, Julie A.; Scheuermann, Amy; Midden, W. Robert
Titel	Yes I Can: The Contributions of Motivation and Attitudes on Course Performance among Biology Nonmajors
Quelle	In: Journal of College Science Teaching, 40 (2011) 6, S.86-95 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Nonmajors; Undergraduate Students; Self Efficacy; Incentives; Goal Orientation; Student Motivation; Measures (Individuals); Multiple Regression Analysis; Biology; Test Anxiety; Student Attitudes; Higher Education; Introductory Courses; Beliefs; Science Education; Science Instruction; Self Concept; Scientific Attitudes; Predictor Variables; Effect Size; Likert Scales; Motivated Strategies for Learning Questionnaire; Attitude Scale + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Anreiz; Zielorientierung; Zielvorstellung; Schulische Motivation; Messdaten; Biologie; Examination phobia; Testangst; Prüfungsangst; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Belief; Glaube; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbstkonzept; Prädiktor; Likert-Skala
Abstract	Undergraduate students enrolled in an introductory biology course for nonmajors during the fall semester of 2007 were administered the Biology Attitude Scale (Russell and Hollander 1975), a constructed Mathematics Attitude Scale, and a portion of the Motivated Strategies for Learning Questionnaire (Pintrich and Smith 1993). Together, the instruments assessed attitudes toward biology and mathematics as well as various motivational constructs including self-efficacy, intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, and test anxiety. Final course grades were also obtained. Multiple regression analysis revealed that the significant (p less than 0.05) predictors of course grade (R[superscript 2] = 0.362, n = 312) were self-efficacy (beta = 0.484), test anxiety (beta = -0.211), and math attitudes (beta = 0.094). No other variables contributed to the model. Further multiple regression analysis revealed that the best predictors of self-efficacy (R[superscript 2] = 0.665, n = 318) were biology attitudes (beta = 0.329), control of learning beliefs (beta = 0.280), test anxiety (beta = -0.249), intrinsic goal orientation (beta = 0.166), task value (beta = 0.147), and extrinsic goal orientation (beta = 0.119). Implications including strategies to improve course performance through fostering student motivation and building self-efficacy are discussed. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10