Young children's motivational beliefs about learning science

By P. Mantzicopoulos, H. Patrick, Ala Samarapungavan. 2008

164 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f130eaff15379c160cc894b4cc4022d9f2dc3d57

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Patterns of Young Children's Motivation for Science and Teacher-Child Relationships (2008, methodology): “Early results are positive with respect to children’s learning of and motivation for science ( Mantzicopoulos, Patrick, & Samarapungavan, 2007 ).”
Programming experience promotes higher STEM motivation among first-grade girls. (2017, methodology): “Items were adapted from other scales assessing young children’s interest and liking for math and science (Arnold et al., 2002; Mantzicopoulos et al., 2008).”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, methodology): “However, it is not clear that pre-testing children about their science motivation is a fruitful endeavor considering recent evidence that only a minority of children have an understanding of science at the beginning of kindergarten (Mantzicopoulos et al., 2008).”
What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, background): “Moreover, they enjoy science and feel efficacious about engaging with the content and processes of doing science (Mantzicopoulos, Patrick, & Samarapungavan, 2008 ; Patrick, Mantzicopoulos, & Samarapungavan, 2009 ).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Although students’ perceptions and ratings are the most appropriate sources of data for assessing the learning environment (Ludtke et al, 2006, 2009), the reliability of students as data sources has repeatedly been questioned because of the idiosyncratic nature of students’ perceptions of their lear”
Children's Motivation toward Science across Contexts, Manner of Interaction, and Topic. (2014, background): “…age (11–12 years old) than the students in the ROSE and PISA data (15 years old) (ByBee & McCrae, 2011; Jenkins & Pell, 2006; Schreiner & Sjoberg, 2004), and our students are much older than the studies showing topic preferences at the start of formal education (e.g., Mantzicopoulos et al., 2008).”