Changes to students’ motivation to learn science

Abstract Studies that investigated the relations between environment and students’ motivation to engage with science have typically looked at state of a given time its environment. This study took different perspective; it changes occurred over school year what drove these changes. According goal orientation theory, students shift their personal orientations towards perceptions emphases For example, if perceive teachers as highly emphasizing mastery orientation, they are likely become more oriented time. However, environmental influences, such parents, peer, teachers, general culture, push pull in directions. Using survey data gathered from Israeli adolescents came low SES backgrounds, we demonstrated any was not related emphases, but rather differences perceived themselves. In addition, identified which influences were stronger predictors shifts science. These results help clarify influence on science, can understand why interventions may sometimes lead counter-intuitive results, provide basis for model be useful predicting how change year.