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Motivation of New Generation Students for Learning Physics and Mathematics

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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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Fig. 1.1.1:The relationship between PLOC and intrinsic motivation.

Fig. 1.1.2:The continuum of motivations and regulations (simplified model of Ryan & Deci, 2000, p. 61).

Fig. 1.2.1:The activity model for the process of scientific inquiry (simplified model of Reiff, Harwood, & Phillipson, 2002).

Fig. 1.2.2:Chronological map of activities students are engaged in during a lab exercise (Harwood, 2004a).

Fig. 1.2.3:Inquiry levels and continuums of the basic psychological needs for competency, relatedness and autonomy.

Fig. 1.3.1:Inquiry levels and analytical cycles at Physics labs.

Fig. 4.2.1:The trans-contextual model of perceived support for autonomous motivation: autonomy support at school, intention, homework behavior (simplified model of Hagger et al., 2015) ←149 | 150→←150 | 151→

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