Development of Adolescents' Self‐Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th‐ through 11th‐Grade Australian Students

Watt, Helen Margaret Gilchrist

doi:10.1111/j.1467-8624.2004.00757.x

Cited by 460 publications

(489 citation statements)

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“…Interest is positively associated with students' content-related learning and achievement (Hidi, 1990;K€ oller et al, 2001;Laukenmann et al, 2003;Marsh, Trautwein, L€ udtke, K€ oller, & Baumert, 2005;Wigfield & Cambria, 2010) and also has a central role when it comes to lifelong learning and career-related choices (e.g., K€ oller et al, 2001;Taskinen, Asseburg, & Walter, 2009; see also . Interest describes an individual's inclination towards and liking of a particular object (e.g., the subject of physics) or class of objects (e.g., solving problems in different domains) and includes cognitive as well as affective processes (Hidi, Renninger, & Krapp, 2004).…”

Section: Student Interest In Physicsmentioning

confidence: 99%

“…According to Osborne et al (2003), physics-albeit perceived as useful-is the least interesting for students compared to chemistry and biology. In the developmental trend of declining interests during secondary school (e.g., Jacobs, Lanza, Osgood, Watt, 2004), the observed decline is most prominent for physics and chemistry (see Krapp & Prenzel, 2011).…”

Section: Student Interest In Physicsmentioning

confidence: 99%

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The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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Section: Student Interest In Physicsmentioning

confidence: 99%

Section: Student Interest In Physicsmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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“…Furthermore, this decline appears to continue throughout adolescence (Watt, 2004) and is often associated with underachievement and dropping out (Anderman & Maehr, 1994;Eccles, Lord, & Midgley, 1991). Declining motivation and academic self-concept in adolescence have been associated with the physiological and psychological changes occurring at the time of puberty.…”

Section: Introductionmentioning

confidence: 99%

School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

gaer

Fraine

Pustjens

et al. 2009

School Effectiveness and School Improvement

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Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach The main objective of the present study is to gain more insight into the school effects on the development of 2 noncognitive student outcomes, namely, the motivation toward learning tasks and the academic self-concept, and, more specifically, on the consistency of the school effects on these 2 outcomes. Data were drawn from the ''Longitudinaal Onderzoek Secundair Onderwijs'' (LOSO)-project and consisted of 2,687 students in 50 schools that were tested repeatedly at 4 different time points during secondary education (Grades 7-12). A multivariate multilevel latent growth curve model was used to analyze the data. The results showed that the school effects on the development of the noncognitive outcomes were considerable, and, more importantly, the school effects were larger on growth than on student status. Schools that were effective for the development of the motivation toward learning tasks also proved to be effective for the development of academic self-concept. However, the consistency of the school effects resulted largely from intake differences between schools.Keywords: multivariate multilevel latent growth curve model; motivation toward learning tasks; academic self-concept; secondary education IntroductionMeasuring and explaining school effects have been the central concern in school effectiveness research over the past decades. The vast amount of studies in the field has yielded an extensive knowledge base and expertise. However, several problems regarding the measurement of school effects remain underaddressed and problematic (Teddlie & Reynolds, 2000). The present study addresses three of these problems: school effects on students' noncognitive outcomes, school effects on students' progress, and consistency of school effects.First, despite several pleas, the dependent variable (or effectiveness criterion) in most studies is still student achievement. Noncognitive outcomes, such as learning styles, academic self-concept, values, or attitudes, are only seldom studied, probably because they are more dif...

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“…Yet, the commonality of curriculum, norms of practice, and societal norms over time yield a smaller set of long-term engagement patterns. Individual interest, exogenous instrumentality, goal orientations, and broader academic self-efficacy currently tend to lessen learners' enjoyment of and persistence in challenging mathematics as they grow older (Frenzel et al 2010;Mangu et al 2015;Watt 2004;Fredricks and Eccles 2002).…”

Section: Summary and Looking Aheadmentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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Development of Adolescents' Self‐Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th‐ through 11th‐Grade Australian Students

Cited by 460 publications

References 59 publications

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

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