Disciplinary Learning Motivation and Its External Influencing Factors: Taking Physics in a “Selection Crisis” as an example-Reference-Cited by-同舟云学术

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Disciplinary Learning Motivation and Its External Influencing Factors: Taking Physics in a “Selection Crisis” as an example

Published:2023-04-06 Issue:4 Volume:53 Page:823-839
ISSN:0157-244X
Container-title:Research in Science Education
language:en
Short-container-title:Res Sci Educ

Author:

Jian-Xin Yao^ORCID,Yu-Xuan Xiang,Tian Luo,Chu-Fan Deng,Yu-Ying Guo,Fortus David

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s11165-023-10112-x.pdf

Reference45 articles.

1. Ames, C. (1992a). Classroom: Goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261

2. Ames, C. (1992b). Home and school cooperation in social and motivational development. Champaign, IL: Illinois University.

3. Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065. https://doi.org/10.1002/sce.20462

4. Breakwell, G. M., & Beardsell, S. (1992). Gender, parental and peer influences upon science attitudes and activities. Public Understanding of Science, 1(2), 183–197. https://doi.org/10.1088/0963-6625/1/2/003

5. Cho, Y., Weinstein, C., & Wicker, F. (2011). Perceived competence and autonomy as moderators of the effects of achievement goal orientations. Educational Psychology, 31(4), 393–411. https://doi.org/10.1080/01443410.2011.560597

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