Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada
By Shaljan Areepattamannil, John G. Freeman, D. Klinger. 2011
148 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Management, Monitoring, Policy and Law, Social Psychology
View Paper: https://www.semanticscholar.org/paper/a009dcf54765f11928c329823cd5c4437df212e6
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In Experimental and Cognitive Psychology
- Shaljan Areepattamannil
- Semra Sungurb
- F. M. Uçara
- D. Klinger
- S. Sungur
- John G. Freeman
- Moon-Heum Cho
- Demei Shen
In Management, Monitoring, Policy and Law
In Social Psychology
Citations in the corpus
- Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Nonetheless, science teaching and learning using student investigations was also found to be a strong negative predictor of science performance among Canadian (Areepattamannil, Freeman, & Klinger, 2011 ) and Finnish (Lavonen & Laaksonen, 2009 ) adolescents.”
- The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “Among the motivational variables, self-efficacy is found to be the most powerful predictor of students’ science achievement (Areepattamannil, Freeman, and Klinger 2011; Yerdelen 2013).”
- Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India (2011, background): “Intrinsically motivated students tend to have higher academic achievement (e.g., Areepattamannil and Freeman 2008; Areepattamannil et al. 2010; Gottfried et al. 2007), higher intellectual performance (e.g., Gottfried and Gottfried 1996, 2004), higher self-esteem (e.g., Deci and Ryan 1995), greater”