Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

Areepattamannil, Shaljan; Freeman, John; Klinger, Don A.

doi:10.1007/s11218-010-9144-9

Cited by 109 publications

(95 citation statements)

References 132 publications

(114 reference statements)

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“…Since academic performance is positively correlated with intrinsic motivation (e.g., Areepattamannil & Freeman, 2008;Areepattamannil, Freeman, & Klinger, 2011) and negatively with disruptive internalization behavior (e.g., Ackerman, Izard, Kobak, Brown, & Smith, 2007), this study reinforces the importance of Growing up Playing Program, not only at the prevention of mental health disorders, but also at the promotion of adaptive academic trajectories and of healthy personality development (Moreira, Oliveira, Cloninger, et al, 2012).…”

Section: Discussionsupporting

confidence: 67%

Long-term impact of the promotion of social and emotional skills

Moreira¹,

Jacinto²,

Pinheiro³

et al. 2014

Psicol. Reflex. Crit.

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Social and emotional skills are protective factors against several negative functioning indicators. A current challenge on social and emotional skills research is to descrive of the long-term impact of social and emotional development programs. The objective of this follow-up study was to evaluate the long-term impact of a program for the development of social and emotional skills -"Crescer a Brincar" (Growing up Playing) -on disruptive behaviors and on students' engagement with school eight years after the beginning and four years after the end of the intervention. Results revealed that the experimental group registered lower disruptive behaviors and higher intrinsic motivation. These results have important implications for the promotion of positive youth development, especially for the promotion of health in school-based interventions. Keywords: Social and emotional skills, school-based interventions, school engagement, disruptive behaviors. ResumoAs competências sociais e emocionais são fatores de proteção contra vários indicadores de funcionamento negativo. Um dos desafi os atuais na investigação ao nível da promoção de competências sociais e emocionais é o seu impacto a longo-prazo. O objetivo deste estudo de follow-up foi avaliar o impacto do programa de promoção de competências sociais e emocionais "Crescer a Brincar" nos comportamentos disruptivos e no envolvimento dos alunos com a escola, oito anos depois do início do programa e quatro anos depois do fi nal da intervenção. Os resultados demonstraram que o grupo experimental registrou menos comportamentos disruptivos e maior motivação intrínseca. Estes resultados têm implicações importantes para a promoção de desenvolvimento positivo entre crianças e jovens em contexto escolar. Palavras-chave: Competências sociais e emocionais, intervenções em meio escolar, envolvimento escolar, comportamentos disruptivos.

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Section: Discussionsupporting

confidence: 67%

Long-term impact of the promotion of social and emotional skills

Moreira¹,

Jacinto²,

Pinheiro³

et al. 2014

Psicol. Reflex. Crit.

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show abstract

“…This finding is important because studies repeatedly indicate that self-efficacy has a significant influence on (later) achievement in science (e.g., Areepattamannil et al 2011;Bandura 1997Bandura , 2012Britner 2008;Kaya and Rice 2009;Lavonen and Laaksonen 2009). In our study, girls increased their self-appraisals more than boys, but their ratings still remained significantly lower than those of the boys.…”

Section: Discussionmentioning

confidence: 94%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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“…It is in this context that the noncognitive correlates of academic achievement, such as intrinsic motivation and extrinsic motivation, have been found to play a pivotal role in children's school achievement (see Areepattamannil and Freeman 2008; S. Areepattamannil (B) · J. G. Freeman · D. A. Klinger Faculty of Education, Queen's University, Kingston, Ontario, K7M 5R7, Canada e-mail: shaljan.areepattamannil@queensu.ca Areepattamannil et al 2010;Becker et al 2010;Lee et al 2010). Furthermore, intrinsic motivation and extrinsic motivation form the basis of some of the contemporary theories of academic motivation, such as self-determination theory (SDT; Deci and Ryan 1985, 2008aNiemiec et al 2010;Ryan and Deci 2000a;Vansteenkiste et al 2008) and attribution theory (Weiner 1986(Weiner , 1995(Weiner , 2006.…”

Section: Introductionmentioning

confidence: 99%

Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India

2011

Self Cite

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The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic motivation and academic achievement than their peers in India. By contrast, the Indian adolescents in India had higher extrinsic motivation than their counterparts in Canada. Hierarchical multiple regression analyses revealed the positive predictive effects of intrinsic motivation on academic achievement for both the Indian immigrant and Indian adolescents. While extrinsic motivation had a negative predictive effect on academic achievement for the Indian immigrant adolescents in Canada, it was not a significant predictor of academic achievement for the Indian adolescents in India. Implications of the findings for policy and practice are discussed.

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Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

Cited by 109 publications

References 132 publications

Long-term impact of the promotion of social and emotional skills

Long-term impact of the promotion of social and emotional skills

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India

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