Motivation to Learn Science: Differences Related to Gender, Class Type, and Ability

By T. Debacker, R. Nelson. 2000

261 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/028280b6cb20f9bc5c5bba237990518896d33688

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements (2017, background): “In comparison to other subject, students tend to be negative towards STEM (Rice et al., 2013; Goodykoontz, 2008), and perceptions of their ability in mathematics are closely linked to mathematics achievement (de Backer & Nelson, 2000; Rice et al., 2013).”
Predicting Preservice Teachers' Cognitive Engagement With Goals and Epistemological Beliefs (2005, background): “…between learning and performance goals should not be misconstrued as an indication that learning and performance goals are completely independent; there is a lack of empirical support for independence (e.g., DeBacker & Nelson, 2000; Greene & Miller, 1996; Meece et al., 1988; Miller et al., 1996).”
Adolescents' Declining Motivation to Learn Science: Inevitable or Not? (2011, background): “As evidenced by this study and others (Anderman & Young, 1994; DeBacker & Nelson, 2000; Meece & Holt, 1993; Nolen & Haladyna, 1990; Tabak, Kaplan, & Deutsch, 2003), mastery goals in science learning has a positive relation with desired learning characteristics and therefore should be encouraged and…”
Elementary School Students’ Attitude toward Science and Related Variables (2016, unknown): “In addition to academic success, individual differences related to other factors such as learning approaches, motivation, cognition, and anxiety have been studied (Debacker & Nelson, 2000; Garcia & Pintrich, 1992; Lin & McKeachie, 1999; Qian, 1995; Koran & Koran, 1984; Zhang, 2000).”
Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. (2006, background): “Moreover, there is research indicating that students can become more self-directed learners if they are taught strategies that enable them to monitor their own progress towards goals (Schunk 1995) and if they participate in setting their own goals (DeBacker and Nelson 2000; Hom and Murphy 1983; Pink”
Relationship between self-efficacy, academic achievement and gender in analytical chemistry at Debre Markos College of Teacher Education (2013, background): “In relation to differences between male and female students in their self-efficacy and academic achievement, research studies conducted at the secondary school level indicate that there exists a gender difference in science self-ef ficacy (21).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “…that females may be less likely to respond to challenge in science with engagement because of widely held stereotypes about science as a “male” field (Debacker & Nelson, 2000; Farenga & Joyce, 1999; Jones, Howe, & Rua, 2000), or because of more negative general attitudes toward science among…”
Gender Bias in STEM Fields (2016, result): “Both theories have generated an abundance of empirical support, and much of this work illustrates that self-concept predicts achievement and career aspirations in STEM domains (DeBacker & Nelson, 2000; Robnett, Chemers, & Zurbriggen, 2015; Robnett & Leaper, 2013; Watt, 2006).”