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Zeyer, Albert; Bolsterli, Katrin; Brovelli, Dorothee; Odermatt, Freia – International Journal of Science Education, 2012
Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The…
Descriptors: Learning Motivation, Self Efficacy, Brain, Cognitive Psychology
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Zeyer, Albert; Wolf, Sarah – International Journal of Science Education, 2010
Whilst sex is considered to be one of the most significant factors influencing attitudes towards science, previous research seems to suggest that, at least in non-science classes, there is no correlation between sex and motivation to learn science. The present study investigates a mixed group of science and non-science students of upper secondary…
Descriptors: Learning Motivation, Correlation, Brain, Science Education