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Motivation and self‐regulated science learning in high‐achieving students: differences related to nation, gender, and grade‐level

2008; Taylor & Francis; Volume: 19; Issue: 2 Linguagem: Inglês

10.1080/13598130802503959

1469-834X

Min Tang, Heinz Neber,

Educational Strategies and Epistemologies

Abstract A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self‐regulation in chemistry learning. A 3×2×2 MANOVA revealed "nation" as having the largest major effect on these variables. The American group scored higher in most of the motivational and self‐regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples. Keywords: motivationself‐regulated science learninghigh‐achieving studentscross‐cultural study Acknowledgements We would like to express our thanks to the Hanns‐Seidel‐Foundation of Germany for granting the first author an academic scholarship. This fund was the primary support for this cross‐cultural study. Notes 1. For various reasons, information about the exact age of the American participants was not available. In general, in this school, 10th‐graders are 15–16 years old and 12th‐graders 17–18 years old.