Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry.
Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grad...
| Publicado en: | Journal of Youth & Adolescence Vol. 46; no. 8; pp. 1821 - 1839 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Aug2017
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=123904780&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 123904780 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Aug2017 vid: 46 iid: 8 pid: 237 pub: Springer Nature artinfo: ui: 123904780 10.1007/s10964-016-0620-1 ppf: 1821 ppct: 18 formats: fmt: @attributes: type: P size: 656KB tig: atl: Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry. aug: au: Wang, Ming-Te Chow, Angela Degol, Jessica Eccles, Jacquelynne affil: University of Pittsburgh , Pittsburgh 15260 USA Indiana University , Bloomington 47405 USA University of California-Irving , Irvine 92697 USA su: High school students Motivation (Psychology) Expectancy-value theory Achievement Self-perception Learning Physical sciences education Chemistry education Physics education Chemistry Physics sug: subj: High school students Motivation (Psychology) Expectancy-value theory Achievement Self-perception Learning Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) Physical sciences education Chemistry education Physics education Chemistry Physics keyword: Ability self-concept Physics and chemistry Science motivation Task values Ability self-concept Physics and chemistry Science motivation Task values ab: Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents ( N = 699; 51.5 % female; 95 % European American; M for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents' ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students' motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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