Motivation and Engagement with Physics: a Comparative Study of Females in Single-Sex and Co-educational Classrooms

Author:

Abraham JessyORCID,Barker Katrina

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference83 articles.

1. Abraham, J., & Barker, K. (2014). Sustaining young people’s enrolment intentions in relation to physics: Development and validation of a tool. The Australian Journal of Educational & Developmental Psychology, 14, 93–116.

2. Abraham, J., & Barker, K. (2015a) An expectancy-value model for sustained enrolment intentions of senior secondary physics students. Research in Science Education, 45(4), 509–526.

3. Abraham, J., & Barker, K. (2015b). Exploring gender difference in motivation, engagement and enrolment behaviour of senior secondary physics students in New South Wales. Research in Science Education, 45(1), 59–73. https://doi.org/10.1007/s11165-014-9413-2.

4. Ainley, J., & Daly, P. (2002). Participation in science courses in the final year of high school in Australia: The influences of single-sex and coeducational schools. In A. Datnow & L. Hubbard (Eds.), Gender in policy and practice: perspectives on single-sex and coeducational schooling (pp. 243—261). New York & London: Routledge Falmer, New York & London, .

5. Ainley, J., Kos, J., & Nicholas, M. (2008). Participation in science, mathematics and technology in Australian education (Research Monograph No 63). Retrieved from Camberwell, Victoria, Australia:

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1. Classroom discourse in single-sex physics classes: A case study;European Journal of Science and Mathematics Education;2023-01-01

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