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ERIC Number: EJ820053
Record Type: Journal
Publication Date: 2008-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1359-8139
Motivation and Self-Regulated Science Learning in High-Achieving Students: Differences Related to Nation, Gender, and Grade-Level
Tang, Min; Neber, Heinz
High Ability Studies, v19 n2 p103-116 Dec 2008
A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self-regulation in chemistry learning. A 3 x 2 x 2 MANOVA revealed "nation" as having the largest major effect on these variables. The American group scored higher in most of the motivational and self-regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. (Contains 2 figures, 4 tables, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 12; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Germany; United States
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire