“I just don’t find it interesting”: academic major and timing of enrollment predict motivation in an introductory biology course-Reference-Cited by-同舟云学术

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“I just don’t find it interesting”: academic major and timing of enrollment predict motivation in an introductory biology course

Published:2024-05-28 Issue: Volume: Page:1-22
ISSN:0021-9266
Container-title:Journal of Biological Education
language:en
Short-container-title:Journal of Biological Education

Author:

Osterhage Jennifer L.¹^ORCID,Caybas Utku²^ORCID,Han Jaeyun³^ORCID,Usher Ellen L.⁴^ORCID

Affiliation:

1. Department of Biology, University of Kentucky, Lexington, KY, USA

2. Department of Counseling, Educational Psychology & Special Education, Michigan State University, East Lansing, MI, USA

3. Learning Sciences Research Institute, University of Illinois Chicago, Chicago, IL, USA

4. Mayo Clinic College of Medicine and Science, Office of Applied Scholarship and Education Science, Rochester, MN, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/00219266.2024.2342801

Reference54 articles.

1. Classroom Motivation

2. Asparouhov T. and B. Muthén 2018. SRMR in Mplus. http://www.statmodel.com/download/SRMR2.pdf.

3. Reducing Chemistry Casualties: Supporting Women Enrolled in General Chemistry I not During their First Term of College with Active Learning

4. Improving performance and retention in introductory biology with a utility-value intervention.

5. Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching

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