The psychological characteristics of experiences that influence science motivation and content knowledge

  title={The psychological characteristics of experiences that influence science motivation and content knowledge},
  author={Meghan E Bathgate and Christian D. Schunn},
  journal={International Journal of Science Education},
  pages={2402 - 2432}
ABSTRACT While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived… 
Perceived relevance of digital badges predicts longitudinal change in program engagement.
Digital badges have long been assumed to possess motivational qualities that could encourage learners to engage with learning content. However, prior studies have found the effects of badges to be
Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation
The purpose of this study is to explore students’ motivation towards science learning at different grade levels and to investigate whether inductive reasoning can contribute to an explanation of
The effect of perceived relevance of digital badges on student engagement
Open digital badge systems have been promoted as potentially impactful interventions in education, but past studies have found learning and motivational effects that vary drastically by learner, and
What Drives Visitor Engagement in Exhibits? The Interaction Between Visitor Activation Profiles and Exhibit Features
This paper explores the use of science learning activation to understand how various types of visitors engage with different exhibits. In particular, we examined how learners engaged in two very
Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth
Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps,
Students’ engagement in different STEM learning environments: integrated STEM education as promising practice?
ABSTRACT In this paper, we explore how students’ engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the
Emotional performance on physics and chemistry learning: the case of Spanish K-9 and K-10 students
ABSTRACT We studied the emotions experienced by students during the last two years of compulsory secondary education (15 and 16 years old) when learning physics and chemistry. The objective of this
Students Learning About Science by Investigating an Unfolding Pandemic
The COVID-19 pandemic was explored as a context for learning about the role of science in a global health crisis and showed increases in students’ fascination with science—a driver of engagement and career preference—and sense of agency as citizen scientists.
Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework
The paper reports a study that seeks to develop an instrument so as to explore Bangladeshi science teachers’ perceived importance and perceived current practices, geared to the inclusion of four


How Science Learning Activation Enables Success for Youth in Science Learning Experiences
Expanding on recent advances in science education, cognitive and social psychology, and socio-cultural studies, the paper explores a construct called science learning activation and a theoretical
Perceived Self-Efficacy in Cognitive Development and Functioning
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major
Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation.
Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students’ classroom engagement lead to corresponding longitudinal changes
The Challenges of Defining and Measuring Student Engagement in Science
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including
Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
We investigated 2 engagement-fostering aspects of teachers’ instructional styles—autonomy support and structure—and hypothesized that students’ engagement would be highest when teachers provided high
Factors associated with middle and secondary students' perceived science competence
The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research
Research spanning 20 years is reviewed as it relates to the measurement of cognitive engagement using self-report scales. The author's research program is at the forefront of the review, although the