Assessing science motivation among high school students participating in a supplemental science programme: the Emerging Scholars Environmental Health Sciences Academy

Motivation to learn chemistry: a thorough analysis of the CMQ-II within the Brazilian context

“…It is worth noting that the SMQ-II was initially developed for university students; however, other authors have successfully been able to extend its application to high school students (Salta and Koulougliotis, 2015;Schumm and Bogner, 2016;Ardura and Pe ´rez-Bitria ´n, 2018;Covert et al, 2019). Ardura and Pe ´rez-Bitria ´n (2018) and Salta and Koulougliotis (2015) used the instrument to assess high school students' motivation to learn chemistry.…”

Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization

“…For example, Crews et al (2020) promote academic, research, professional, and social-related skill development to overcome socioeconomic barriers among students of color interested in medical and biomedical careers. Additionally, building students’ confidence or self-efficacy is another contributing factor to STEM-M persistence in the literature (Covert et al, 2019, 2020; Dierks et al, 2014; Kendricks et al, 2019). We build on this body of literature that may identify out-of-school activities as protective factors for nurturing students’ STEM-M interests.…”

“…Moreover, resilience is not a trait, but rather resilience is a capacity that develops over time in the context of environmental support” (Egeland et al, 1993, p. 19; see also Alva & Padilla, 1995). Further, high school literature on STEM-M pathways often associates students’ motivation in particular environments with positive academic and career outcomes (Childers & Jones, 2017; Covert et al, 2019; Deemer et al, 2021; Fredricks et al, 2018).…”

Improving the Motivation and the Classroom Climate of Secondary School Biology Students Using Problem-Based – Jigsaw Discussion (PBL-JD) Learning

“…Motivation to learn science plays an important role in the persistence, achievement, and career aspirations of students studying science, technology, engineering, and math (STEM) (Bae & DeBusk-Lane, 2018;Covert et al, 2019).…”

“…Glynn et al (2011) outlined four related components of an individual's motivation to learn science: intrinsic motivation, selfdetermination, self-efficacy, and extrinsic motivation. As researchers (Covert et al, 2019;Pintrich et al, 1993;Wolters & Rosenthal, 2000) have suggested, motivation plays an important role in science teaching and learning, students' success in science topics, their conceptual changes, critical thinking, and the development of science skills and capabilities.…”