Development and application of a scale to measure students’ STEM continuing motivation

This article examines the contents of the representations of sustainable energy in Italy from 2009 to 2011. In particular it explores the representations of energy, energy systems, and users. The article's starting point was the assumption that critical points may change the relationship between communities and the represented issues, and that new representations may be dialogically elaborated following relevant societal events. Political debates and newspaper articles dealing with sustainable energy were subjected to content analyses. Results show that the representations bear witness to the prevalence of economic and strategic approaches and a view of citizens whereby, even when involved in decentralized systems, they are required to stay passive. Alternative contents seem not to challenge the hegemonic view of energy. A clear trend toward sustainability is lacking, suggesting the absence of a continuing motivation to look at energy taking into account the civic growth of the population.

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Continuing motivation, learner control, and CAI

Educational Technology Research and Development ◽

10.1007/bf02298286 ◽

1989 ◽

Vol 37 (2) ◽

pp. 5-14 ◽

Cited By ~ 65

Author(s):

Mable B. Kinzie ◽

Howard J. Sullivan

Keyword(s):

Learner Control ◽

Continuing Motivation

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Continuing Motivation in Science for Early and Late Adolescents

American Educational Research Journal ◽

10.3102/00028312018004439 ◽

1981 ◽

Vol 18 (4) ◽

pp. 439-452 ◽

Cited By ~ 25

Author(s):

Ernest T. Pascarella ◽

Herbert J. Walberg ◽

Linda K. Junker ◽

Geneva D. Haertel

Keyword(s):

Classroom Environment ◽

Science Achievement ◽

Positive Influence ◽

Two Dimensions ◽

Student Interest ◽

Science Content ◽

Late Adolescents ◽

Student Background ◽

Adolescent Sample ◽

Continuing Motivation

This study examined the classroom environment correlates of continuing motivation in science for national samples of early and late adolescents. Controlling for achievement in science and student background characteristics, measures of the quality of the classroom social environment, and the utility of science content and classes had significant positive regression weights in both samples with continuing student interest and participation in voluntary science activities. The extent to which teachers, rather than students, controlled the learning environment was negatively associated with continuing motivation. Significant interactions were found between level of achievement in science and two dimensions of the classroom environment. For early adolescents the utility of science content and classes had its strongest positive influence on continuing motivation in science for students at the relatively highest levels of science achievement. A similar interaction was found for the older adolescent sample between science achievement and class morale.

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