The psychological characteristics of experiences that influence science motivation and content knowledge
The psychological characteristics of experiences that influence science motivation and content knowledge
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影响科学动机和内容知识的经历的心理特征
DOI：
10.1080/09500693.2017.1386807
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发表时间：
2017
影响因子：
2.3
通讯作者：
C. Schunn
中科院分区：
文献类型：
--
作者：
Meghan E. Bathgate;C. Schunn
虽然对科学的动机变化是常见的，在青春期，我们的工作问，认为课堂经验是最密切相关的这些变化。此外，我们还研究了哪些经验与学习课堂内容最密切相关。特别是，使用自我报告的样本约3000名中学生，本研究调查的影响，感知科学课堂经验，即学生参与和感知成功，动机变化（迷恋，价值观，能力信念）和内容知识。控制人口统计信息，学校的影响，和初始水平的动机和内容的知识，我们发现，参与（影响，行为/认知）和感知的成功的维度差异与特定的动机结构和学习的变化。情感投入与动机结果呈正相关，与学习结果呈负相关，行为认知投入仅与学习相关，感知成功仅与动机结果相关。理论和实践的影响进行了讨论。
ABSTRACT While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural–cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor
影响因子：
6.4
作者：
Wang MT;Degol J
通讯作者：
Degol J