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“…In the field of science education, motivation has been recognized as an important construct; however, it has been investigated much less than cognitive constructs (Koballa & Glynn, 2007). Studies in science education, which did attend to the issue of motivation or related constructs, were mostly cross sectional and related to students' interest (e.g., Ainley & Ainley, 2011; Baram‐Tsabari & Yarden, 2005; Bryan, Glynn, & Kittleson, 2011; Logan & Skamp, 2008; Maltese & Tai, 2010; Swarat, Ortony, & Revelle, 2012), their attitudes (e.g., DeBacker & Nelson, 2000; Raved & Ben Zvi Assaraf, 2011; Singh, Granville, & Dika, 2002; Tomas, Ritchie, & Tones, 2011), students' engagement (e.g., Anderman & Young, 1994; Blumenfeld & Meece, 1988; Lee & Anderson, 1993; Meece, Blumenfeld, & Hoyle, 1988; Sackes, Trundle, Bell, & O'Connell, 2011), enrollment in science courses (e.g., Bøe, 2012; Cavallo & Laubach, 2001; Shernoff & Hoogstra, 2001; Sjaastad, 2012; Tai, Liu, Maltese, & Fan, 2006), career aspiration (Aschbacher, Li, & Roth, 2010; DeWitt et al, 2011; Sadler, Sonnert, Hazari, & Tai, 2012; Sikora & Pokropek, 2012), self‐efficacy (e.g., Britner, 2008; Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011), and recently also identity (Aschbacher et al, 2010; Hazari, Sadler, & Shanahan, 2010; Olitsky, Loman, Gardner, & Billup, 2010; Shanahan & Nieswandt, 2011; Wong, 2012; Zimmerman, 2012). Many of these studies revealed that students' attitudes, interest, and motivation towards science learning decline throughout their years at school, especially during secondary school (for reviews, see Galton, 2009; Osborne et al, 2003).…”
Section: Theoretical Backgroundmentioning
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“…In the field of science education, motivation has been recognized as an important construct; however, it has been investigated much less than cognitive constructs (Koballa & Glynn, 2007). Studies in science education, which did attend to the issue of motivation or related constructs, were mostly cross sectional and related to students' interest (e.g., Ainley & Ainley, 2011; Baram‐Tsabari & Yarden, 2005; Bryan, Glynn, & Kittleson, 2011; Logan & Skamp, 2008; Maltese & Tai, 2010; Swarat, Ortony, & Revelle, 2012), their attitudes (e.g., DeBacker & Nelson, 2000; Raved & Ben Zvi Assaraf, 2011; Singh, Granville, & Dika, 2002; Tomas, Ritchie, & Tones, 2011), students' engagement (e.g., Anderman & Young, 1994; Blumenfeld & Meece, 1988; Lee & Anderson, 1993; Meece, Blumenfeld, & Hoyle, 1988; Sackes, Trundle, Bell, & O'Connell, 2011), enrollment in science courses (e.g., Bøe, 2012; Cavallo & Laubach, 2001; Shernoff & Hoogstra, 2001; Sjaastad, 2012; Tai, Liu, Maltese, & Fan, 2006), career aspiration (Aschbacher, Li, & Roth, 2010; DeWitt et al, 2011; Sadler, Sonnert, Hazari, & Tai, 2012; Sikora & Pokropek, 2012), self‐efficacy (e.g., Britner, 2008; Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011), and recently also identity (Aschbacher et al, 2010; Hazari, Sadler, & Shanahan, 2010; Olitsky, Loman, Gardner, & Billup, 2010; Shanahan & Nieswandt, 2011; Wong, 2012; Zimmerman, 2012). Many of these studies revealed that students' attitudes, interest, and motivation towards science learning decline throughout their years at school, especially during secondary school (for reviews, see Galton, 2009; Osborne et al, 2003).…”
Section: Theoretical Backgroundmentioning
“…Qualitative results often revealed students' preferences [169] and perceptions about the effects of certain interventions [35;91].…”
Section: (Q4) Which Data Sources Do Research Articles Use To Assess Imentioning
“…For example, using the PISA database, Lavonen and Laaksonen (2009) identified several variables for predicting students' science performance, including scientific self-efficacy and self-concept, interest in science subjects, and instrumentality beliefs about science studies. Also, from the social psychological perspective, the motivational factors of self-efficacy, self-concept, subject interest, and instrumentality beliefs reflect the affective and cognitive dimensions of students' attitudes toward learning (Millar and Tesser 1989;Raved and Assarf 2011). Hence, it is hypothesized that motivation factors such as selfefficacy for science learning and interest in science learning should be related to the development of epistemic knowledge of science.…”
Section: Epistemic Knowledge Of Science and Learner Factorsmentioning