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International Journal of Science Education Volume 41, 2019 - Issue 17
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Assessing science motivation among high school students participating in a supplemental science programme: the Emerging Scholars Environmental Health Sciences Academy

Hannah CovertCenter for Gulf Coast Environmental Health Research, Leadership and Strategic Initiatives, Department of Environmental Health Sciences, School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA, USACorrespondence[email protected]
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Daudet Ilunga TshiswakaDepartment of Public Health, University of West Florida, Pensacola, FL, USAORCID Iconhttps://orcid.org/0000-0001-5481-0998View further author information
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Ishara RamkissoonDepartment of Speech Pathology & Audiology, University of South Alabama, Mobile, AL, USAORCID Iconhttps://orcid.org/0000-0001-8372-8299View further author information
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Enid SisskinDepartment of Public Health, University of West Florida, Pensacola, FL, USAView further author information
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Maureen LichtveldCenter for Gulf Coast Environmental Health Research, Leadership and Strategic Initiatives, Department of Environmental Health Sciences, School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA, USAORCID Iconhttps://orcid.org/0000-0001-9264-883XView further author information
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Jeffrey WickliffeCenter for Gulf Coast Environmental Health Research, Leadership and Strategic Initiatives, Department of Environmental Health Sciences, School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA, USAORCID Iconhttps://orcid.org/0000-0002-6216-9894View further author information
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Pages 2508-2523 | Received 22 Mar 2019, Accepted 01 Nov 2019, Published online: 11 Nov 2019

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Larry J. Grabau, L. Trudel & X. Ma. (2022) Associations between science dispositions and science literacy: a comparison of the United States and Canada. International Journal of Science Education 44:9, pages 1440-1461.
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Articles from other publishers (7)

Haley Breland, Courtney M. Clark, Shanna Shaked & Melissa Paquette-Smith. (2023) The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants. CBE—Life Sciences Education 22:3.
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Elizabeth Y. Zhang, Calista Hundley, Zachary Watson, Fariya Farah, Sarah Bunnell & Thea Kristensen. (2023) Learning by doing: A multi‐level analysis of the impact of citizen science education. Science Education 107:5, pages 1324-1351.
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Malavika Santhosh, Hafsa Farooqi, Mohammad Ammar, Nitha Siby, Jolly Bhadra, Noora J. Al-Thani, Abdellatif Sellami, Noshin Fatima & Zubair Ahmad. (2023) A Meta-Analysis to Gauge the Effectiveness of STEM Informal Project-Based Learning: Investigating the Potential Moderator Variables. Journal of Science Education and Technology.
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Jiafeng Zhang & Qing Zhou. (2023) Chinese chemistry motivation questionnaire II: adaptation and validation of the science motivation questionnaire II in high school students. Chemistry Education Research and Practice 24:1, pages 369-383.
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Renata T. M. P. de Souza, Matheus dos Santos Barbosa da Silva, Daniela M. L. Barbato, Mara Eugênia Ruggiero de Guzzi & Ana Cláudia Kasseboehmer. (2022) Motivation to learn chemistry: a thorough analysis of the CMQ-II within the Brazilian context. Chemistry Education Research and Practice 23:4, pages 799-810.
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Janet Rocha, Brian Cabral, Judith Landeros & Clyde W. Yancy. (2022) Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization. Journal of Advanced Academics 33:3, pages 433-468.
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Muhamad Hugerat, Naji Kortam, Fadda Kassom, Shafea Algamal & Sare Asli. (2021) Improving the Motivation and the Classroom Climate of Secondary School Biology Students Using Problem-Based – Jigsaw Discussion (PBL-JD) Learning. Eurasia Journal of Mathematics, Science and Technology Education 17:12, pages em2036.
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