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Presentation
Non-Science Majors Academic Motivation in Science Courses
2011 Fall Joint Meeting of the North Carolina Section and South Atlantic Coastal Section of the American Association of Physics Teachers (2011)
  • Delena B. Gatch, Georgia Southern University
  • Trent W. Maurer, Georgia Southern University
  • Diana Sturges, Georgia Southern University
  • Padmini Shankar, Georgia Southern University
  • Deborah Allen, Georgia Southern University
Abstract
For non-science majors, science courses are often perceived as difficult. However, these students are required to successfully complete science courses. This provides an excellent opportunity to study student motivation and the impact of motivation on academic behaviors and performance. In an attempt to understand academic motivations, students’ responses on the Academic Motivation Scale were analyzed in a preliminary study. It was determined that students’ levels of Intrinsic Motivation and Amotivation, but not Extrinsic Motivation, were significantly related to their academic behaviors. Currently, a study is being undertaken to survey students’ academic motivations in introductory trigonometry-based physics courses. These responses will be correlated with time on task while completing assignments, and gains on either the Force Concepts Inventory or the Conceptual Survey of Electricity and Magnetism. A full explanation of Student Learning Theory of Motivation and preliminary results will be presented in an effort to identify individuals interested in becoming involved in phase II of the project.
Keywords
  • Academic motivation,
  • Science courses,
  • Sciences
Disciplines
Publication Date
November, 2011
Citation Information
Delena B. Gatch, Trent W. Maurer, Diana Sturges, Padmini Shankar, et al.. "Non-Science Majors Academic Motivation in Science Courses" 2011 Fall Joint Meeting of the North Carolina Section and South Atlantic Coastal Section of the American Association of Physics Teachers (2011)
Available at: http://works.bepress.com/diana-sturges/19/