Search Results

There are 2009 results for: content related to: Adolescents' declining motivation to learn science: A follow-up study

  1. School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: 952–988, Dana Vedder-Weiss and David Fortus

    Article first published online : 20 AUG 2013, DOI: 10.1002/tea.21103

  2. Adolescents' Declining Motivation to Learn Science: Inevitable or Not?

    Journal of Research in Science Teaching

    Volume 48, Issue 2, February 2011, Pages: 199–216, Dana Vedder-Weiss and David Fortus

    Article first published online : 3 DEC 2010, DOI: 10.1002/tea.20398

  3. You have free access to this content
    Measuring students' continuing motivation for science learning

    Journal of Research in Science Teaching

    Volume 51, Issue 4, April 2014, Pages: 497–522, David Fortus and Dana Vedder-Weiss

    Article first published online : 13 JAN 2014, DOI: 10.1002/tea.21136

  4. Families support their children's success in science learning by influencing interest and self- efficacy

    Journal of Research in Science Teaching

    Li Sha, Christian Schunn, Meghan Bathgate and Adar Ben-Eliyahu

    Article first published online : 8 MAY 2015, DOI: 10.1002/tea.21251

  5. Parental support and high school students' motivation in biology, chemistry, and physics: Understanding differences among latino and caucasian boys and girls

    Journal of Research in Science Teaching

    Sandra D. Simpkins, Chara D. Price and Krystal Garcia

    Article first published online : 8 MAY 2015, DOI: 10.1002/tea.21246

  6. You have free access to this content
    Attending to affect

    Journal of Research in Science Teaching

    Volume 51, Issue 7, September 2014, Pages: 821–835, David Fortus

    Article first published online : 29 MAY 2014, DOI: 10.1002/tea.21155

  7. Measuring choice to participate in optional science learning experiences during early adolescence

    Journal of Research in Science Teaching

    Volume 52, Issue 5, May 2015, Pages: 686–709, Li Sha, Christian Schunn and Meghan Bathgate

    Article first published online : 20 MAR 2015, DOI: 10.1002/tea.21210

  8. Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement

    British Journal of Educational Psychology

    Volume 76, Issue 3, September 2006, Pages: 595–611, Ruth Butler

    Article first published online : 24 DEC 2010, DOI: 10.1348/000709905X52319

  9. Development of a cognition-priming model describing learning in a STEM classroom

    Journal of Research in Science Teaching

    Volume 52, Issue 3, March 2015, Pages: 410–437, Richard Lamb, Tariq Akmal and Kaylan Petrie

    Article first published online : 24 JAN 2015, DOI: 10.1002/tea.21200

  10. You have free access to this content
    Issue Information

    Journal of Research in Science Teaching

    Volume 50, Issue 8, October 2013, Pages: fmi–fmv,

    Article first published online : 10 SEP 2013, DOI: 10.1002/tea.21046

  11. Validation of a Chinese achievement goal orientation questionnaire

    British Journal of Educational Psychology

    Volume 78, Issue 2, June 2008, Pages: 331–353, Dr Kit-Ling. Lau and John C. K. Lee

    Article first published online : 31 DEC 2010, DOI: 10.1111/j.2044-8279.2008.tb00486.x

  12. Achievement Goals in Educational Contexts: A Social Psychology Perspective

    Social and Personality Psychology Compass

    Volume 6, Issue 10, October 2012, Pages: 760–771, Celine Darnon, Benoit Dompnier and P. Marijn Poortvliet

    Article first published online : 3 OCT 2012, DOI: 10.1111/j.1751-9004.2012.00457.x

  13. Cognitive processes in university learning: A developmental framework using structural equation modelling

    British Journal of Educational Psychology

    Volume 81, Issue 3, September 2011, Pages: 509–530, Huy P. Phan

    Article first published online : 18 NOV 2010, DOI: 10.1348/2044-8279.002000

  14. Motivation of men and women in mathematics and language

    International Journal of Psychology

    Volume 44, Issue 5, October 2009, Pages: 351–359, Anneke Vrugt, Frans J. Oort and Lydeke Waardenburg

    Article first published online : 15 SEP 2009, DOI: 10.1080/00207590802324831

  15. Comparing dichotomous and trichotomous approaches to achievement goal theory: An example using motivational regulations as outcome variables

    British Journal of Educational Psychology

    Volume 77, Issue 3, September 2007, Pages: 683–702, Vassilis. Barkoukis, Nikos. Ntoumanis and Nikitas. Nikitaras

    Article first published online : 11 JAN 2011, DOI: 10.1348/000709906X171901

  16. Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development

    Journal of Research in Science Teaching

    Zahra Hazari, Cheryl Cass and Carrie Beattie

    Article first published online : 20 MAR 2015, DOI: 10.1002/tea.21214

  17. Relations among competence beliefs, utility value, achievement goals, and effort in mathematics

    British Journal of Educational Psychology

    Volume 77, Issue 3, September 2007, Pages: 501–517, Roch. Chouinard, Thierry. Karsenti and Normand. Roy

    Article first published online : 11 JAN 2011, DOI: 10.1348/000709906X133589

  18. Motivation and Attitude of Preservice Elementary Teachers toward Mathematics

    School Science and Mathematics

    Volume 111, Issue 1, January 2011, Pages: 2–10, Christine A. Perry

    Article first published online : 13 DEC 2010, DOI: 10.1111/j.1949-8594.2010.00054.x

  19. How students’ achievement goals shape their beliefs about effective teaching: A ‘build-a-professor’ study

    British Journal of Educational Psychology

    Volume 82, Issue 3, September 2012, Pages: 420–435, Corwin Senko, Kimberly Belmonte and Anastasyia Yakhkind

    Article first published online : 15 JUN 2011, DOI: 10.1111/j.2044-8279.2011.02036.x

  20. Achievement goals, self-regulated learning, and the role of classroom context

    New Directions for Teaching and Learning

    Volume 1995, Issue 63, Autumn (Fall) 1995, Pages: 43–55, Anastasia S. Hagen and Claire Ellen Weinstein

    Article first published online : 17 AUG 2006, DOI: 10.1002/tl.37219956307