ERIC Number: EJ493819
Record Type: Journal
Publication Date: 1994
Reference Count: N/A
Motivation and Strategy Use in Science: Individual Differences and Classroom Effects.
Anderman, Eric M.; Young, Allison J.
Journal of Research in Science Teaching, v31 n8 p811-31 Oct 1994
Examines individual and classroom-level differences in motivation and strategy usage in science students. Results suggest that ability-focused practices are related to low levels of motivation, poor self-esteem, and lack of confidence in science ability. Conversely, learning-focused methods and activities in classrooms resulted in increased self-confidence in science ability, and increased value of engagement in science. (ZWH)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Authoring Institution: N/A