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ERIC Number: EJ958459
Record Type: Journal
Publication Date: 2011-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0036-8326
Motivation, Achievement, and Advanced Placement Intent of High School Students Learning Science
Bryan, Robert R.; Glynn, Shawn M.; Kittleson, Julie M.
Science Education, v95 n6 p1049-1065 Nov 2011
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A