Autonomy support in US ninth-grade science classrooms: exploring a self-determination model of motivation using national IES data

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dc.contributor Dantzler, John A.
dc.contributor Nichols, Sharon E.
dc.contributor Schumacker, Randall E.
dc.contributor Scofield, Jason M.
dc.contributor.advisor Robinson, Cecil D.
dc.contributor.author Derriso, Anthony
dc.date.accessioned 2017-03-01T17:08:33Z
dc.date.available 2017-03-01T17:08:33Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001553
dc.identifier.other Derriso_alatus_0004D_11865
dc.identifier.uri https://ir.ua.edu/handle/123456789/2009
dc.description Electronic Thesis or Dissertation
dc.description.abstract Using self-determination theory (SDT) as a conceptual framework, this research examines motivation in our nation's science classrooms by conducting a secondary data analysis of the High School Longitudinal Study of 2009 (HSLS:09). The study describes the creation of a valid measure of autonomy support within HSLS:09 and validates critical components of SDT with a nationally representative sample of data. Results indicate males and females do not differ meaningfully on measures of autonomy support, science perceived competence, science interest, or science identity. Autonomy support was a statistically significant predictor of science perceived competence, science interest and science identity, and these relationships were the same for males and females. Among US ninth-graders intending to pursue STEM occupations, 84% are boys and 16% are girls. Science perceived competence and science identity mediated the relationship between science autonomy support and students' intentions to pursue a STEM career. Additionally, science perceived competence and science identity significantly discriminated between students who intended to pursue a STEM occupation and those who did not.
dc.format.extent 110 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational psychology
dc.subject.other Science education
dc.title Autonomy support in US ninth-grade science classrooms: exploring a self-determination model of motivation using national IES data
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline Educational Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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