Vi Kan Lykkes I Realfag 2016
DOI: 10.18261/97882150279999-2016-05
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4 Motivasjon

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Cited by 9 publications
(6 citation statements)
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References 16 publications
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“…Intrinsic motivation was highly correlated with self-concept (.67), while the one-factor model showed poor fit, suggesting that the two factors we modeled do not measure the same underlying construct. Where Kaarstein and Nilsen (2016) found a .15 correlation between intrinsic motivation and achievement, our analyses established a .11 correlation, though none of this was related to SES. This suggests that while intrinsic motivation is somewhat important for mathematics achievement, it is not affected by family SES.…”
Section: Lack Of Evidence For Intrinsic Motivationcontrasting
confidence: 52%
See 1 more Smart Citation
“…Intrinsic motivation was highly correlated with self-concept (.67), while the one-factor model showed poor fit, suggesting that the two factors we modeled do not measure the same underlying construct. Where Kaarstein and Nilsen (2016) found a .15 correlation between intrinsic motivation and achievement, our analyses established a .11 correlation, though none of this was related to SES. This suggests that while intrinsic motivation is somewhat important for mathematics achievement, it is not affected by family SES.…”
Section: Lack Of Evidence For Intrinsic Motivationcontrasting
confidence: 52%
“…Drawing on previous research, we analyze motivation items in two distinct forms: intrinsic motivation and self-concept. This repurposing of the student context questionnaire items diverges from the TIMSS trend analysis standard of conceptualizing "confidence in" and "liking" of subjects (Mullis & Martin, 2013) and from other research where only confidence and intrinsic motivation has been analyzed at the elementary school level (Kaarstein & Nilsen, 2016;. The TIMSS 2015 home questionnaire includes eight items for measuring parental attitudes.…”
Section: Present Studymentioning
confidence: 98%
“…The tendency for interest in mathematics to decline appears to be stable across time and educational systems (e.g. Frenzel, Pekrun, Dicke, & Goetz, 2012;Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002;Kaarstein & Nilsen, 2015;Watt, 2004). Although there is a marked gap in mathematics, in which boys typically report more interest in math than girls, the majority of students follow the same decline with age (Frenzel, Goetz, Pekrun, & Watt, 2010).…”
Section: Introductionmentioning
confidence: 99%
“…Et godt skolemiljø er en nøkkelfaktor for elevers laeringsutbytte, både når det gjelder elevenes faglige prestasjoner og motivasjon (Gustafsson, Nilsen & Hansen, 2018;Scherer & Nilsen, 2016;Thapa, Cohen, Guffey & Higgins-D'Alessandro, 2013;Wang & Degol, 2015). I tillegg har tidligere forskning etablert at elevenes motivasjon har en effekt på prestasjoner (Bøe & Henriksen, 2013;Eccles & Wigfield, 2002;Kaarstein & Nilsen, 2015;Osborne, Simon & Collins, 2003;Skaalvik & Skaalvik, 2006). I naturfag er motivasjon spesielt viktig fordi det henger sammen med fremtidig rekruttering til videre studier og arbeidsliv (Bøe, 2012;Bøe & Henriksen, 2013).…”
Section: Innledningunclassified
“…Selvtillit har også sterkest sammenheng med prestasjoner, og denne sammenhengen er påvist i mange tidligere studier (se f.eks. Kaarstein & Nilsen, 2015;Osborne et al, 2003;Skaalvik & Skaalvik, 2006). Det at elevers selvtillit har sunket, samt den sterke sammenhengen med prestasjoner, forklarer hvorfor resultatene indikerer at nedgang i selvtillit er en medvirkende faktor til nedgangen i prestasjoner.…”
Section: Diskusjon Av Funn I Lys Av Teoriunclassified