Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

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Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, neutral): “…highly speci ﬁ c conclusions, but limits the opportunities to compare outcomes across a wider sample of studies; others took together all interest, motivation, and attitude measures in a single construct (e.g., Potvin & Hasni, 2014b), leading to a larger pool of studies but fuzzier interpretations.”
Gender study on the relationships between science interest and future career perspectives (2018, background): “…interest in science, and indicate their interest in STEM (Science, Technology, Engineering, and Math) careers more frequently than others who have less or no participation at all in such experiments (e.g. Kang & Keinonen, 2017; Jocz, Zhai, & Tan, 2014; Potvin & Hasni, 2014; Gibson & Chase, 2002).”
Gender and attitudes toward technology use: A meta-analysis (2017, background): “In recent years, there has been a growing interest in studying the gender groups' attitudes towards technology or computers (Ardies, Maeyer, & Gijbels, 2015; Potvin & Hasni, 2014; Teo, Milutinovi (cid:1) c, & Zhou, 2016).”