Promoting Interest and Performance in High School Science Classes-Reference-Cited by-同舟云学术

Promoting Interest and Performance in High School Science Classes

Published:2009-12-04 Issue:5958 Volume:326 Page:1410-1412
ISSN:0036-8075
Container-title:Science
language:en
Short-container-title:Science

Author:

Hulleman Chris S.¹,Harackiewicz Judith M.²

Affiliation:

1. Department of Graduate Psychology, James Madison University, Harrisonburg, VA 22807, USA.

2. Department of Psychology, University of Wisconsin–Madison, Madison, WI 53706, USA.

Abstract

For the Love of Science Which is a better predictor of a student's continued participation in science, facile understanding or personal interest? Hulleman and Harackiewicz (p. 1410 ) designed an experiment to find out what drives high-school students. First-year high-school students were asked either to write about what they had just learned or about how what they had just learned connected to some facet of their personal lives. Connections of personal relevance were stronger than good grades for predicting interest in further science courses and future science careers. This low-cost intervention seemed to have its largest effect on students who began the class with the least amount of confidence in their abilities.

Publisher

American Association for the Advancement of Science (AAAS)

Subject

Multidisciplinary

Reference27 articles.

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3. National Research Council Engaging Schools: Fostering High School Students’ Motivation to Learn (National Academies Press Washington DC 2004).

4. P. R. Pintrich D. H. Schunk Motivation in Education: Theory Research and Applications (Prentice Hall Upper Saddle River NJ ed. 2 2002).

5. Classroom motivation: Strategies of first-year teachers.

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