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Abstract Title: High school science experiences associated to mastery orientation towards learning
Abstract: Individuals' motivational orientation can influence a student's views on their academic potential and the actions they take to achieve it. Mastery orientation towards learning in particular has been shown to positively influence the scientific productivity of career scientists (Hazari, Potvin, Tai, & Almarode, 2010) and is associated to desirable learning outcomes. This study examines which high school physics experiences (including teacher practices and other classroom experiences) are associated to changes in students' mastery orientation using exploratory factor analysis and regression on nationally-representative survey data taken from students enrolled in introductory English courses around the U.S. in the Fall of 2011.  The implications of these findings for the improvement of the teaching of physics will be discussed.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Katrina Velez
Department of Physics
Co-Author(s)
and Co-Presenter(s)
Geoff Potvin, Zahra Hazari

Contributed Paper

Contributed Paper: Download the Contributed Paper