دورية أكاديمية
Motivation and Engagement with Physics: A Comparative Study of Females in Single-Sex and Co-educational Classrooms
| العنوان: | Motivation and Engagement with Physics: A Comparative Study of Females in Single-Sex and Co-educational Classrooms |
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| اللغة: | English |
| المؤلفون: | Abraham, Jessy (ORCID |
| المصدر: | Research in Science Education. Dec 2020 50(6):2227-2242. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 11 High Schools Secondary Education |
| Descriptors: | Foreign Countries, Physics, Science Instruction, Single Sex Classes, Females, Student Motivation, Grade 11, High School Students, Coeducation, Learner Engagement, Enrollment, Value Judgment, Careers, Sex Stereotypes, Performance, Student Attitudes, Academic Persistence, Intention, Achievement |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1007/s11165-018-9770-3 |
| تدمد: | 0157-244X |
| مستخلص: | It has been argued that the establishment of single-sex classes for females can increase their motivation and participation in physics. This paper reports on findings from a multi-occasional study among 90 female year 11 physics students across single-sex and co-educational high schools in Australia. The aim of this study was to identify the differences in motivation, engagement and sustained enrolment plans in relation to physics between female students in single-sex from those in co-educational settings. Fine-grained analyses at a physics topic-specific level indicated differences between these cohorts in their interest value, career value, gender-stereotyped attitudes, performance perceptions, sustained engagement and sustained enrolment intentions in relation with physics. Results revealed that both cohorts have high levels of achievement motivation in relation to physics irrespective of their classroom composition; however, females from single-sex schools showed higher values for some constructs across various physics topics. This paper highlights the scarcity of research into females' sustained participation in physics, once they commence studying physics, and the difference class composition makes to females' achievement motivation and future enrolment intentions. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1276228 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0157-244X |
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| DOI: | 10.1007/s11165-018-9770-3 |