Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

Autor/in	Painter, Jason
Titel	Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective
Quelle	(2011), (80 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-9495-4
Schlagwörter	Hochschulschrift; Dissertation; Science Achievement; Learning Motivation; Science Education; Personal Autonomy; Self Determination; Grade 8; Self Concept; Academic Ability; Mothers; Educational Attainment; Parent Background; Gender Differences; Models; Goodness of Fit + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Motivation for studies; Lernmotivation; Naturwissenschaftliche Bildung; Individuelle Autonomie; Selbstbestimmung; School year 08; 8. Schuljahr; Schuljahr 08; Selbstkonzept; Mother; Mutter; Bildungsabschluss; Bildungsgut; Elternhaus; Geschlechterkonflikt; Analogiemodell
Abstract	The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in science, intrinsic motivation, and science achievement related to each other. Mother's education and student gender were used as controls. Findings showed that the hypothesized model provided a good fit to the data. The strongest direct effect on science achievement was students' perceived competence in science. Student intrinsic motivation was shown to have a surprisingly negative effect on science achievement. Autonomy support had positive direct effects on students' perceived competence in science and intrinsic motivation and had indirect positive effects to science achievement. Results and implications for science education are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10