Language:
English
繁體中文
Help
Login
Back
Switch To:
Labeled
|
MARC Mode
|
ISBD
Measuring Cognitive Engagement and M...
~
Montana State University.
Measuring Cognitive Engagement and Motivation in Informal Contexts.
Record Type:
Language materials, manuscript : Monograph/item
Title/Author:
Measuring Cognitive Engagement and Motivation in Informal Contexts./
Author:
Obery, Amanda Christine.
Description:
1 online resource (142 pages)
Notes:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:
Dissertation Abstracts International79-10A(E).
Subject:
Science education. -
Online resource:
click for full text (PQDT)
ISBN:
9780355978759
Measuring Cognitive Engagement and Motivation in Informal Contexts.
Obery, Amanda Christine.
Measuring Cognitive Engagement and Motivation in Informal Contexts.
- 1 online resource (142 pages)
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Thesis (Ph.D.)--Montana State University, 2018.
Includes bibliographical references
Middle school (G5-8) students' cognitive engagement, motivation, and future aspirations in science were quantified within informal contexts (week-long summer camps) with self-reported measures of cognitive strategies, self-regulation, value, self-efficacy, and future aspirations over the course of two phases (N = 152, N =140). The participating middle school students engaged in one of two informal science summer camp opportunities. Informal science experiences may be places which participants can gain science-related capital in equitable ways. This study set out to test the growth in cognitive engagement, motivation, and future aspirations in science differed from students of varying genders, races, and socioeconomic statuses. Survey results over the course of two phases were analyzed via partial-least squares structural equation modeling to explore whether cognitive engagement and motivation predicted future aspirations in science, such as taking high school courses or pursuing a career in the sciences. As operationalized, cognitive engagement (cognitive strategies and self-regulation) and motivational (value and self-efficacy) constructs significantly predicted future aspirations in science ( R2 = 0.29, p < 0.05). Growth in cognitive engagement and motivation were also investigated to understand if students of different genders, races, and socioeconomic statuses have different experiences, with only small differences being uncovered. Results support the claim about the key role that cognitive engagement, motivation, and informal learning experiences may play to encourage future aspirations in science and show the ability of these experiences to foster the development of these skills in equitable ways. Better understanding cognitive engagement and motivation and how these are influenced by informal science experiences could improve the effectiveness of these interventions to foster students' future aspirations in science, a continuing societal priority, in ways that do not fall into the same patterns of inequality that seem to persist in formal education.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780355978759Subjects--Topical Terms:
1151737
Science education.
Index Terms--Genre/Form:
554714
Electronic books.
Measuring Cognitive Engagement and Motivation in Informal Contexts.
LDR
:03293ntm a2200325Ki 4500
001
916499
005
20181002081327.5
006
m o u
007
cr mn||||a|a||
008
190606s2018 xx obm 000 0 eng d
020
$a
9780355978759
035
$a
(MiAaPQ)AAI10792083
035
$a
(MiAaPQ)montana:10606
035
$a
AAI10792083
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Obery, Amanda Christine.
$3
1190247
245
1 0
$a
Measuring Cognitive Engagement and Motivation in Informal Contexts.
264
0
$c
2018
300
$a
1 online resource (142 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500
$a
Adviser: Michael Brody.
502
$a
Thesis (Ph.D.)--Montana State University, 2018.
504
$a
Includes bibliographical references
520
$a
Middle school (G5-8) students' cognitive engagement, motivation, and future aspirations in science were quantified within informal contexts (week-long summer camps) with self-reported measures of cognitive strategies, self-regulation, value, self-efficacy, and future aspirations over the course of two phases (N = 152, N =140). The participating middle school students engaged in one of two informal science summer camp opportunities. Informal science experiences may be places which participants can gain science-related capital in equitable ways. This study set out to test the growth in cognitive engagement, motivation, and future aspirations in science differed from students of varying genders, races, and socioeconomic statuses. Survey results over the course of two phases were analyzed via partial-least squares structural equation modeling to explore whether cognitive engagement and motivation predicted future aspirations in science, such as taking high school courses or pursuing a career in the sciences. As operationalized, cognitive engagement (cognitive strategies and self-regulation) and motivational (value and self-efficacy) constructs significantly predicted future aspirations in science ( R2 = 0.29, p < 0.05). Growth in cognitive engagement and motivation were also investigated to understand if students of different genders, races, and socioeconomic statuses have different experiences, with only small differences being uncovered. Results support the claim about the key role that cognitive engagement, motivation, and informal learning experiences may play to encourage future aspirations in science and show the ability of these experiences to foster the development of these skills in equitable ways. Better understanding cognitive engagement and motivation and how these are influenced by informal science experiences could improve the effectiveness of these interventions to foster students' future aspirations in science, a continuing societal priority, in ways that do not fall into the same patterns of inequality that seem to persist in formal education.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Science education.
$3
1151737
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0714
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
Montana State University.
$b
Education.
$3
1188017
773
0
$t
Dissertation Abstracts International
$g
79-10A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10792083
$z
click for full text (PQDT)
based on 0 review(s)
Multimedia
Reviews
Add a review
and share your thoughts with other readers
Export
pickup library
Processing
...
Change password
Login