Motivation for Learning Science and Mathematics: Identifying Personal and Environmental Factors

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Fältnamn	Indikatorer	Metadata
000		03114naa a2200373 4500
001		oai:DiVA.org:umu-51827
003		SwePub
008		120203s2011 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-518272 URI
040		a (SwePub)umu
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a kon2 swepub-publicationtype
100	1	a Winberg, Mikael,d 1963-u Umeå universitet,Institutionen för naturvetenskapernas och matematikens didaktik4 aut0 (Swepub:umu)miwi0001
245	1 0	a Motivation for Learning Science and Mathematics: Identifying Personal and Environmental Factors
264	1	c 2011
338		a electronic2 rdacarrier
520		a Several theories in motivation research aim at explaining or predicting the emotional experiences and behavior of students in academic situations as well as the quality of learning outcomes. However, there are still ambiguities regarding the mechanisms of motivation, how motivation can be influenced, and what effects motivation has on learning. As a first step to examine the role of situational and personal variables involved in some of the most influential motivation theories, their relative ability to predict student behavior, emotional experiences and learning outcomes were investigated by PLS analysis of questionnaire data from 658 upper secondary school students. As to outcomes, results show that experiences of anxiety, on one hand, are orthogonal to perceived degree of learning, enjoyment, and motivated behavior, on the other. Major predictors of anxiety emotions were; Attributions, pertaining to the perceived degree of control over outcomes; the nature of relations to peers; and whether the students perceived that the goal of the lesson was understanding or ‘production’. The degree of learning, motivated behavior, and enjoyment were, in descending order, predicted by students’ achievement goals and motivation type, the teacher’s engagement, character of feedback, autonomy support and the level of teacher demands on students. To some extent, students’ epistemological beliefs regarding the complexity of knowledge also predicted these types of outcomes.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng
650	7	a NATURVETENSKAPx Annan naturvetenskap0 (SwePub)1072 hsv//swe
650	7	a NATURAL SCIENCESx Other Natural Sciences0 (SwePub)1072 hsv//eng
653		a Other mathematics
653		a Övrig matematik
653		a pedagogiskt arbete
653		a educational work
653		a didactics of natural science
653		a naturvetenskapens didaktik
653		a didactics of mathematics
653		a matematikdidaktik
710	2	a Umeå universitetb Institutionen för naturvetenskapernas och matematikens didaktik4 org
856	4	u https://umu.diva-portal.org/smash/get/diva2:489530/FULLTEXT02.pdfx primaryx Raw objecty fulltext:postprint
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-51827

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