Enhancing Adolescents' Motivation for Science

Lee Shumow is Distinguished Teaching Professor of Educational Psychology at Northern Illinois University. She teaches graduate level courses in adolescent development, family and community partnerships, and research methodology in learning environments. She began her career as a classroom teacher and is dedicated to preparing preservice teachers for middle and secondary school teaching. Her recent research has been dedicated to understanding the role of families and teachers in fostering adolescents’ school success. Jennifer Schmidt is Assistant Professor of Educational Psychology at Northern Illinois University. She earned her Ph.D. in Psychology: Human Development from the University of Chicago. Her current research focuses on resilience, motivation, and adolescent engagement in daily challenges. She has been conducting research involving the Experience Sampling Method (ESM) for over 10 years. Dr. Schmidt is former Director of Research at the Alfred P. Sloan Center on Parents, Children, and Work at the University of Chicago, where she directed an ESM study involving parents and children from 500 families across the United States. Her work to date has involved samples of children, adolescents, and adults. She has conducted ESM research within the context of families, elementary schools, middle schools, and high schools. Dr. Schmidt has trained national and international teams of researchers in ESM study design, administration and analysis.

"I was drawn into this book. I thought I was a motivating science teacher, but as I read, I saw new insights into my own classroom and my own students. I couldn’t wait to infuse ideas from the text into my everyday interactions with my students, especially the female students. My next step is to encourage my co-teachers to form a book study so that together we can create a positive force for supporting all students in STEM classrooms and choices for the future."

• List of Tables and FiguresForewordSeries Preface to Classroom InsightsPrefaceAcknowledgmentsAbout the Authors1. Introduction: Motivation to Learn ScienceThe SciMo ProjectHow Time Was Used in ClassroomsThe Student Perspective on High-School Science ClassesGender Differences in Student Motivation and PerspectiveThe Experience of Boys and Girls in ScienceGender and Teacher-Student InteractionThe Importance of Promoting Gender Equity in ScienceWhat Resources Can Science Teachers Use to Get More Background Information?2. ValueWhat Does it Mean to Value Science?Why Is Valuing Science Important?What Have Researchers Discovered About Valuing Science in Classrooms?How Can Teachers Foster Value?What Resources Can Science Teachers Use to Promote Value?3. AffiliationWhat Do Classroom Social Relationships Include in High School?Why Are Classroom Social Relationships Important?What Have Researchers Discovered About Classroom Relationships in Science?How Can Teachers Build Positive Relationships With and Among Their Students?What Resources Can Science Teachers Use to Understand and Build Positive Relationships?4. AutonomyWhat is Autonomy?Why is Autonomy Important?What Have Researchers Discovered About Autonomy in Science Classrooms?How Can Teachers Foster Autonomy?What Resources Are Available to Science Teachers for Promoting Student Autonomy?5. ConfidenceWhat Does Having Confidence for Science Mean?Why Is Confidence Important?What Have Researchers Discovered About Confidence?How Can Teachers Build Student Confidence?What Resources Can Science Teachers Use to Promote Confidence?6. SuccessDefining the Motivational Concept of SuccessWhy is Success an Important Motivational Concept?What Have Researchers Discovered About Success in Science Classrooms?How Can Teachers Promote Student Success and Encourage Motivating Attributions?What Resources Can Science Teachers Use to Promote Success?7. Goal OrientationWhat is Goal Orientation?Why is Goal Orientation Important?What Have Researchers Discovered About Goals in Science Classrooms?How Can Teachers Apply Goal Theory?What Resources Can Science Teachers Use to Foster Adaptive Goal Orientations?8. Ability BeliefsWhat Are Ability Beliefs?Why Are Ability Beliefs Important?What Have Researchers Discovered About Ability Beliefs in Science Classrooms?How Can Teachers Foster Ability Beliefs Conducive to Success in Science?What Resources Can Science Teachers Use to Understand and Promote Growth Mindset, and Reduce Stereotype Threat?9. ChallengeWhat is Challenge?Why is Challenge Important?What Have Researchers Discovered About Challenge in Science Classrooms?How Can Teachers Provide Appropriate Challenges for their Students?What Resources Can Science Teachers Use to Promote Positive Challenge?10. EmotionWhat Emotions Are Likely to Impact Motivation in Science?Why Are Student Emotions Important for High School Science Teachers to Consider?What Have Researchers Discovered About Student Emotion in Science Class?How Can Teachers Enhance Enjoyment and Teach Coping Skills?What Resources Can Science Teachers Use to Promote Enjoyment and Decrease Anxiety?AppendixMethodology of the SciMo StudyReferencesIndex