Science diaries: a brief writing intervention to improve motivation to learn science

References

• Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 327–348). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125.10.1006/jesp.2001.1491
   Web of Science ®Google Scholar
• Belenky, D. M., & Nokes-Malach, T. J. (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21, 399–432.10.1080/10508406.2011.651232
   Web of Science ®Google Scholar
• Belenky, D. M., & Nokes-Malach, T. J. (2013). Mastery-approach goals and knowledge transfer: An investigation into the effects of task structure and framing instructions. Learning and Individual Differences, 25, 21–34.10.1016/j.lindif.2013.02.004
   Web of Science ®Google Scholar
• Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. doi:10.1111/j.1467-8624.2007.00995.x10.1111/cdev.2007.78.issue-1
   PubMed Web of Science ®Google Scholar
• Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307–1310. doi:10.1126/science.112831710.1126/science.1128317
   PubMed Web of Science ®Google Scholar
• Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400–403. doi:10.1126/science.117076910.1126/science.1170769
   PubMed Web of Science ®Google Scholar
• Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149–169.
   Web of Science ®Google Scholar
• Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.10.1037/0022-3514.72.1.218
   Web of Science ®Google Scholar
• Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475.10.1037/0022-3514.70.3.461
   Web of Science ®Google Scholar
• Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549–563.10.1037/0022-0663.91.3.549
   Web of Science ®Google Scholar
• Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628. doi:10.1037/0022-0663.100.3.61310.1037/0022-0663.100.3.613
   Web of Science ®Google Scholar
• Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12.10.1037/0022-3514.54.1.5
   PubMed Web of Science ®Google Scholar
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.10.1037/0003-066X.34.10.906
   Web of Science ®Google Scholar
• Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54, 493–503.10.1037/0003-066X.54.7.493
   Web of Science ®Google Scholar
• Gonzales, P., Williams, T., Jocelyn, L., Roey, S., Kastberg, D., & Brenwald, S. (2008). Highlights from TIMSS 2007: Mathematics and science achievement of US fourth-and eighth-grade students in an international context (p. 112). Washington, DC: NCES 2009-001. National Center for Education Statistics.
   Google Scholar
• Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645.10.1037/0022-0663.94.3.638
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316–330.10.1037/0022-0663.92.2.316
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562–575.10.1037/0022-0663.94.3.562
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105–122.10.1037/0022-0663.100.1.105
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23, 899–906. doi:10.1177/095679761143553010.1177/0956797611435530
   PubMed Web of Science ®Google Scholar
• Haworth, C. M., Dale, P., & Plomin, R. (2008). A twin study into the genetic and environmental influences on academic performance in science in nine-year-old boys and girls. International Journal of Science Education, 30, 1003–1025. doi:10.1080/0950069070132419010.1080/09500690701324190
   PubMed Web of Science ®Google Scholar
• Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151–179.10.3102/00346543070002151
   Web of Science ®Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Hulleman, C. S., Durik, A. M., Schweigert, S. B., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398–416.10.1037/0022-0663.100.2.398
   Web of Science ®Google Scholar
• Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410–1412. doi:10.1126/science.117706710.1126/science.1177067
   PubMed Web of Science ®Google Scholar
• Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422–449. doi:10.1037/a001894710.1037/a0018947
   PubMed Web of Science ®Google Scholar
• Jenkins, E., & Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science and Technological Education, 23, 41–57.
   Google Scholar
• Karpicke, J. D., & Roediger III, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151–162.10.1016/j.jml.2006.09.004
   Web of Science ®Google Scholar
• King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29, 303–323. doi:10.3102/000283120290023010.3102/00028312029002303
   Web of Science ®Google Scholar
• Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70, 647–671. doi:10.1177/001316440935569910.1177/0013164409355699
   Web of Science ®Google Scholar
• Linnenbrink-Garcia, L., Tyson, D. F., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. Revue Internationale De Psychologie Sociale, 21, 19–70.
   Web of Science ®Google Scholar
• Lipstein, R., & Renninger, K. A. (2006). ‘Putting things into words’: 12–15-year-old students’ interest for writing. In P. Boscolo & S. Hidi (Eds.), Motivation and writing: Research and school practice. New York, NY: Kluwer Academic/Plenum.
   Google Scholar
• Lyons, T. (2006). Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28, 591–613.10.1080/09500690500339621
   Web of Science ®Google Scholar
• Madjar, N., Kaplan, A., & Weinstock, M. (2011). Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence. Contemporary Educational Psychology, 36, 268–279. doi:10.1016/j.cedpsych.2011.03.0010.1016/j.cedpsych.2011.03.003
   Web of Science ®Google Scholar
• Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424–436.10.1037/0022-0663.85.3.424
   Web of Science ®Google Scholar
• Murphy, C., & Beggs, J. (2005). Primary science in the UK: A scoping study. Final Report to the Wellcome Trust. London: Wellcome Trust.
   Google Scholar
• Next Generation Science Standards Lead States (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23, 441–467.10.1080/09500690010006518
   Web of Science ®Google Scholar
• Osborne, J., Simon, S., & Tytler, R. (2009, April). Attitudes towards school science: An update. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. Retrieved from http://webfronter.com/bexley/science/menu3/Attitudes_towards_School_Science_Final_Osborne_2007.doc
   Google Scholar
• Pell, T., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23, 847–862.10.1080/09500690010016111
   Web of Science ®Google Scholar
• Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331, 211–213. doi:10.1126/science.119942710.1126/science.1199427
   PubMed Web of Science ®Google Scholar
• Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375–407). New York, NY: Academic.
   Google Scholar
• Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173–195). New York, NY: Academic.10.1016/B978-012750053-9/50009-7
   Google Scholar
• Renninger, K. A., Hidi, S., & Krapp, A. (Eds.). (1992). The role of interest in learning development. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Renninger, K. A., & Shumar, W. (2002). Community building with and for teachers: The Math Forum as a resource for teacher professional development. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 60–95). New York, NY: Cambridge University Press.10.1017/CBO9780511606373
   Google Scholar
• Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299–323.10.1080/00461520.1991.9653136
   Web of Science ®Google Scholar
• Sloan, D. M., Marx, B. P., Epstein, E. M., & Dobbs, J. L. (2008). Expressive writing buffers against maladaptive rumination. Emotion, 8, 302–306. doi:10.1037/1528-3542.8.2.3010.1037/1528-3542.8.2.302
   PubMed Web of Science ®Google Scholar
• Smyth, J. M. (1998). Written emotional expression: Effect sizes, outcome types, and moderating variables. Journal of Consulting and Clinical Psychology, 66, 174–184.10.1037/0022-006X.66.1.174
   PubMed Web of Science ®Google Scholar
• Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Career choice: Enhanced: Planning early for careers in science. Science, 312, 1143–1144. doi:10.1126/science.112869010.1126/science.1128690
   PubMed Web of Science ®Google Scholar
• Van Yperen, N. W., Elliot, A. J., & Anseel, F. (2009). The influence of mastery-avoidance goals on performance improvement. European Journal of Social Psychology, 39, 932–943.10.1002/ejsp.590
   Web of Science ®Google Scholar