STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go

By E. Rosenzweig, Allan Wigfield. 2016

210 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/84cac0f999db4c3d5cfb744548e4485fd4b1acea

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The motivational dimension of language teaching (2017, methodology): “…be large-scale, as long as the intervention itself is theoretically sound and implemented consistently, and appropriate statistical procedures are used (see Rosenzweig & Wigfield (2016) for an authoritative review of motivation interventions in science, technology, engineering and maths subjects).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “The existing STEM education research tends to describe pedagogies that authors suggest improve student engagement or aspiration (for example, McDonald, 2016), with very few exploring the motivational mechanism for this improvement (for example, Rosenzweig & Wigfield, 2016).”
Relevance for Learning and Motivation in Education (2018, background): “As a consequence, motivation researchers now recognize the need to address such issues as how the concept of relevance is similar to and distinct from other motivation constructs and what relevance contributes to understanding motivation, achievement, and learning (Rosenzweig & Wigfield, 2016).”
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “Students tend to conceptualise their capabilities in mathematics and science as more ‘stable and concrete’ compared to other subjects (Dweck & Master, 2009; Rosenzweig & Wigfield, 2016, p. 2).”
More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. (2020, background): “…that prior studies have found that students with lower initial performance and motivation often benefit more from motivational interventions (see Rosenzweig & Wigfield, 2016, for review), it is possible that the utility value and cost reduction interventions would be even more effective in…”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “A growing body of research focuses on student-level interventions for supporting motivation (Lazowski & Hulleman, 2016; Rosenzweig & Wigfield, 2016); this research provides evidence that even a brief exercise can boost motivation, particularly for those most at risk for low achievement (e.g.,…”