Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes

By Shari L. Britner. 2008

331 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5e1b73aaf93a39ecc4907a12c028e163ef23e1b9

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Motivation, achievement, and advanced placement intent of high school students learning science (2011, methodology): “A recent study that did document this relationship was conducted Science Education by Britner (2008): She found that self-efficacy, a component of motivation, was related to high school students’ science grades.”
The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs (2010, background): “This result is in agreement with previous studies (Britner, 2008; Britner & Pajares, 2006; Eddy, 2000; Kurbanoglu et al., 2009; Usher & Pajares, 2006; Uzuntiryaki & Azizoğlu, 2004) which indicate that anxiety and self-efficacy are two closely related constructs and with Bandura’s social cognitive…”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “…and Science Motivation: A Person-Centered Approach Two themes that figure prominently among both policy documents and academic research in science education and knowing (e.g., Britner, 2007; Cleaves, 2005; Dweck, 2007; National Academy of Sciences, 2011; National Research Council, 2000, 2007).”
Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, background): “…correlations have also been found between the self-concept in biology and a test on genetics (Thomas et al., 1993), between the self-concept in life science and course grades (Britner, 2008) and between the self-concept and course grades in physics (Möller, Streblow, Pohlmann, & Köller, 2006).”
Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, background): “Boys attribute their success in mathematics and related school subjects on average more often to internal factors, for example, talent (Britner, 2008; Meece, Glienke, & Burg, 2006; Zeldin, Britner, & Pajares, 2008).”
Science motivation questionnaire II: Validation with science majors and nonscience majors (2011, background): “Self-efficacy affects achievement by predisposing students to work harder, persist longer, and overcome barriers when pursuing academic goals (Britner, 2008).”
HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS–CAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS (2011, unknown): “Brickhouse & Potter, 2001; Calabrese, Barton & Brickhouse, 2006; Carlone, 2004; Carlone & Johnson, 2007), psychological theories of self-efficacy (e.g. Bandura, Barbaranelli, Caprara & Pasrorelli, 2001; Britner, 2008; Zeldin & Pajares, 2000) and selfconcept in science (e.”
Profiles of the Sources of Science Self-Efficacy. (2013, background): “For example, researchers have reported that, although mastery experiences tend to be the most powerful predictor of self-efficacy, girls and women may place more emphasis on vicarious models and social persuasions (Britner, 2007; Zeldin, Britner, & Pajares, 2008).”
Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students (2020, background): “Self-efficacy has been identified as one of several noncognitive constructs most highly correlated with academic performance (Britner 2008; Richardson et al. 2012), and is important in models of retention and persistence (Larson et al. 2014; Lent et al. 1986, 1987; Sawtelle et al. 2012b).”