Adolescents' declining motivation to learn science: A follow-up study

By D. Vedder‐Weiss, David Fortus. 2012

150 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ccef6d379e668d9838e740e0b4ffb7df52945290

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. B. Ng
2. Woon Chia Liu
3. C. K. John Wang

In Safety Research

1. B. Ng
2. Woon Chia Liu
3. C. K. John Wang

In Social Psychology

1. Woon Chia Liu
2. B. Ng
3. C. K. John Wang

Citations in the corpus

• Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, background): “With recent research on adolescents’ declining motivation in learning mathematics and science over time (Plenty & Heubeck, 2013; Vedder‐Weiss & Fortus, 2012), it has been challenging for teachers to maintain greater student interest and achievement in these two subjects.”
• A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “Research has confirmed this proposition, showing that self-efficacy is a predictor of students’ college major, career choices, and career aspirations (Adedokun, Bessenbacher, Parker, Kirkham, & Burgess, 2013; Brown & Lent, 2006; Vedder-Weiss & Fortus, 2012; Wang, 2013).”
• The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, unknown): “…(Bathgate, Schunn, & Correnti, 2014; Evans & Stanovich, 2013; Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011; Osborne, Simon, & Collins, 2003; Vedder-Weiss & Fortus, 2012), educators and researchers are exploring approaches International Journal of Science Education, 2015 Vol. 37, No. 10,…”