Premium
Motivation, achievement, and advanced placement intent of high school students learning science
Author(s) -
Bryan Robert R.,
Glynn Shawn M.,
Kittleson Julie M.
Publication year - 2011
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20462
Subject(s) - psychology , self efficacy , social cognitive theory , intrinsic motivation , need for achievement , mathematics education , goal theory , self determination theory , science education , academic achievement , motivation to learn , cognition , science learning , pedagogy , social psychology , autonomy , neuroscience , political science , law
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. © 2011 Wiley Periodicals, Inc. Sci Ed 95:1049–1065, 2011