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首页> 美国卫生研究院文献>other >Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry
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Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents’ Achievement Motivation Trajectories in Physics and Chemistry

机译：中学时每个人对物理科学的动机是否都会下降？：青少年在物理和化学方面的成就动机的异质性

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Students’ motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents’ motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N = 699; 51.5% female; 95% European American; Mages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents’ ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students’ motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.
机译：学生对学习物理科学的动机信念对于取得积极的教育成果至关重要。在这项研究中，我们结合了期望值理论来捕捉从七年级到十二年级的青少年在物理化学方面的动机轨迹的异质性，并将这些轨迹与科学相关的结果联系起来。我们根据三个不同的青少年群体（N = 699； 51.5％的女性； 95％的欧洲裔美国人；第一波中最年轻，中，最老的人群的年龄分别为13.2、14.1和15.3岁）进行了跨序列设计。来自十所公立中学。尽管许多研究声称物理科学动机随时间平均下降，但我们确定了能力自我概念和任务价值的七个不同的动机轨迹，并发现这些轨迹与科学成就，高级科学课程学习和科学职业理想相关。青少年的能力自我概念以及在物理和化学上的任务价值也与时间呈正相关并相互关联。通过研究学生对中学物理科学的激励信念的发展方式，可以洞悉不同学生群体成功适应不断变化的教育环境的能力。

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