Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity

Green, Jasmine; Martin, Andrew J.; Marsh, Herbert W.

doi:10.1016/j.lindif.2006.12.003

Cited by 162 publications

(178 citation statements)

References 37 publications

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“…The current results found that the 11-factor lower-order structure reflected the data well, in line with the hypothesis and previous research finding (Green et al, 2007;Martin & Marsh, 2005;Martin, 2007). The poor fit of the 4-factor model indicates that academic motivation is to be assessed individually on the basis of its salient factors rather than summed together as global indicators such as cognitions and behaviours.…”

Section: Factor Structure Of Academic Motivationsupporting

confidence: 89%

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Nagabhushan¹

2012

EJSBS

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Student motivation and engagement are crucial in senior school years when students are required to make important decisions about their future pursuits of education and career choices. The purpose of this study was to comprehensively examine the factor structure of student motivation and the associations among the motivational constructs at three time points (Year 10 (N=537); Year 11 (N=383) and Year 12 (N=299). Students from four non-government senior high schools completed the Student Motivation and Engagement Scale (Martin, 2007) in the second semester of the school year for three years. The results showed that student motivation is complex and multifaceted. A range of core motivational theories was needed to explain the network of associations among the facets of motivation. The 11-factor structure of motivation and engagement was identified at all three time-points consistent with Martin's findings (2007). Adaptive cognitions and behaviors showed positive correlations with each other and mostly negative associations with maladaptive cognitions and behaviors. The findings have valuable practical implications for those wanting to support learning experiences of students, especially in the final years of schooling.

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Section: Factor Structure Of Academic Motivationsupporting

confidence: 89%

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Nagabhushan¹

2012

EJSBS

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“…In light of this very broad summary, it appears possible to suggest that studying I/M/A for S&T (in general) or for particular disciplines would not be as insightful or productive for addressing I/M/A problems as would studying I/M/A for particular themes, disciplinary elements [76] or contexts. This was partially confirmed by a demonstration that some students who were identified as 'least interested in S&T' were in fact very interested in some aspects of it [218].…”

Section: (Q4) Which Data Sources Do Research Articles Use To Assess Imentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

522

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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“…One other aspect is added to this: motivation. Motivation is defined as a set of interrelated beliefs and emotions that influence and direct behavior (Green et al 2007;Martin 2008;Wentzel 1992). Engagement is defined as students' involvement in activities and conditions that is likely to generate high quality learning (Ball & Perry 2011).…”

Section: Student Involvement Theory and Facebookmentioning

confidence: 99%

Student engagement and foreign language learning through online social networks

Akbari

Naderi

Simons

et al. 2016

Asian. J. Second. Foreign. Lang. Educ.

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Introduction: Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students' engagement in learning. According to Astin's Theory of Student engagement, the best learning environment is one in which it is possible to increase students' engagement. The current study investigates the influences that using these networks for educational purposes may have on learners' engagement, motivation, and learning.

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Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity

Cited by 162 publications

References 37 publications

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Student engagement and foreign language learning through online social networks

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