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Motivation of New Generation Students for Learning Physics and Mathematics


Palmira Pečiuliauskienė and Valdemaras Aleksa

The aim of the research is to reveal the effects of inquiry on the motivation of new generation students for learning Physics and Mathematics. Self-Determination Theory gives a theoretical background for the research. Quantitative methods dominate in this monograph. The monograph analyses the motivation for learning science in terms of inquiry levels, as well as in terms of real and digital Physics labs. The monograph also reveals the role of significant social issues in promoting intrinsic motivation and communication of lower secondary school students. The monograph considers motivation for learning Mathematics. The research discloses students’ attitude towards the educational and social benefit of learning Mathematics.

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6 Conclusions



By Palmira Pečiuliauskienė

1.Talent, technology, and tolerance are attributes of ‘the creative age’. Science is the basis of technology and innovation, and it is particularly important in today’s creative society. In ‘the creative age’, fewer young people seem to be interested in science and technical subjects. These young people belong to Generation Z.

The qualitative research on tenth grade students of Lithuania representing Generation Z shows that more than a half of informants express their interest in Physics. The learners of Generation Z, who like Physics, prefer conducting real rather than virtual laboratory work in Physics. They maintain that performing laboratory work in reality creates conditions for ‘lifelike’ exploration by touching and fiddling the devices and materials (hands-on dimension), as well as permits experiencing the sense of reality and applying theory in practice.

The learners, who do not like Physics, prefer performing virtual laboratory work. They highlight the uncomplicated and clear technique, fast accomplishment as well as individual speed of conducting virtual laboratory work. Students of Generation Z, who do not take particular interest in Physics, play computer games less frequently than the ones interested in the subject.

2.According to SDT, intrinsic motivation for learning occurs when basic psychological needs (for autonomy, competency, and social relatedness) are satisfied. Digital labs in Physics provide highest satisfaction of new generation students’ need for competency, and the lowest satisfaction for the need of interpersonal interactions. Moreover, digital labs in Physics provide...

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