Promoting girls' interest and achievement in physics classes for beginners

By L. Hoffmann. 2002

293 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9940e30e8ed6b0b8b508a03b5b5805462a139c0d

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “…about their learning (Deci & Ryan, 1987; Deci, 1992), although some types of choice are constrained by curricula (Hoffmann & Haussler, 1998; Hoffmann, 2002), parents and their beliefs about students' needs (Jacobs & Eccles, 2000; Sigel, 1982; Sigel, et. al, 1992), as well as by students'…”
The Four-Phase Model of Interest Development (2006, background): “Instructional conditions or the learning environment can enable the development of an emerging individual interest (Hannover, 1998; Hoffmann, 2002; Krapp & Lewalter, 2001; Lipstein & Renninger, 2006; Pressick-Kilborn & Walker, 2002; Renninger et al., 2004; Renninger & Shumar, 2002, 2004).”
Hands-on Activities and Their Influence on Students’ Interest (2010, methodology): “Instruments Since an object of interest can be defined by the content and the activities involved (cf. Gardner 1985; Hoffmann 2002), we conceptualised interest in a two-dimensional way: Following Hoffmann (2002), hands-on activities were systematically combined with academically relevant domains.”
Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective. (2002, methodology): “Hoffmann (2002) points out that a subject-related interest can have two different meanings: first, to have an interest in the learning content of the subject—this would be a pure epistemic interest.”
Students attitudes towards technology (2015, background): “Young people are interested in technological products, but their opinions about education and careers in technology are not particularly positive (Johansson 2009). In a recent study on students’ interest in Science and Technology Studies (2008), the Organisation for Economic Cooperation and Developm”
Factors Affecting Junior High School Students' Interest in Physics (2006, background): “Hoffman (2002) distinguished between general interest in physical matters and interest in physics as a school subject.”
Predictors and outcomes of situational interest during a science learning task (2013, background): “Girls and boys have systematically shown different levels of both situational and individual interest in various domains (Hoffmann 2002; Meece et al. 2006); although the differences may depend on the specific topic,”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “The results of Hoffmann and Häussler’s intervention (1998; Hoffmann, 2002) to support seventh grade girls and boys to learn physics7 suggests, for example, that students can be supported to make connections to science as a discipline when both learner interest development and presenting identity…”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “Researchers have considered interests to be a part of an adolescent’s identity because they relate to the person’s self (cf. Hannover, 1998; Hannover & Kessels, 2004; Hidi & Ainley, 2002; Hoffmann, 2002; Krapp, 2000).”
Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school (2014, background): “Thus, students' interests in mathematics and English (FL) represent a combination of individual interests in the topic of the school subject and the interestingness of situational aspects that are related to the particular instructions of these topics (Hoffmann, 2002).”