492
Views
7
CrossRef citations to date
0
Altmetric
Research Article

The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda

, , & ORCID Icon

References

  • Ardura, D., & Pérez-Bitrián, A. (2018). The effect of motivation on the choice of chemistry in secondary schools: Adaptation and validation of the science motivation questionnaire II to Spanish students. Chemistry Education Research and Practice, 19(3), 905–918. https://doi.org/10.1039/C8RP00098K
  • Ardura, D., & Pérez-Bitrián, A. (2019). Motivational pathways towards academic achievement in physics & chemistry: A comparison between students who opt out and those who persist. Chemistry Education Research and Practice, 20(3), 618–632. https://doi.org/10.1039/C9RP00073A
  • Asiimwe, J. A. (2013). Compulsory science policy: Enhancing gender equality in education? A case study of academic achievement in Uganda. MIER Journal of Educational Studies, Trends and Practices, 3(2), 183–194.
  • Bandura, A. (1986). Prentice-hall series in social learning theory. Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
  • Barmby, P., Kind, P., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075–1093. https://doi.org/10.1080/09500690701344966
  • Britner, S. L., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7(4), 271–285.
  • Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57(2), 141–158. https://doi.org/10.1177/0741713606294235
  • Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and non-science majors. Journal of Research in Science Teaching, 48(10), 1159–1176. https://doi.org/10.1002/tea.20442
  • Glynn, S. M., & Koballa, T. R. (2006). Motivation to learn in college science. In J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25–32). NSTA Press.
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127–146. https://doi.org/10.1002/tea.20267
  • González, A., Fernández, M. V. C., & Paoloni, P. V. (2017). Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance. Journal of Research in Science Teaching, 54(5), 558–585. https://doi.org/10.1002/tea.21377
  • Gudyanga, A., Adam, K., & Kurup, R. (2015). Zimbabwean female participation in physics: The influence of context on identity formation. African Journal of Research in Mathematics, Science and Technology Education, 19(2), 172–184. https://doi.org/10.1080/10288457.2015.1050805
  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Jaen, M. C., & Baccay, E. S. (2016). Curiosity, motivation, attitude, gender, and mathematics performance. The Normal Lights, 10(2), 89–103.
  • Kang, J., & Keinonen, T. (2018). The effect of student-centered approaches on students’ interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Research in Science Education, 48(4), 865–885. https://doi.org/10.1007/s11165-016-9590-2
  • Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614. https://doi.org/10.1002/tea.21378
  • Komperda, R., Hosbein, K. N., Phillips, M. M., & Barbera, J. (2020). Investigation of evidence for the internal structure of a modified science motivation questionnaire II (mSMQ II): A failed attempt to improve instrument functioning across course, subject, and wording variants. Chemistry Education Research and Practice, 21(3), 893–907. https://doi.org/10.1039/D0RP00029A
  • Kwesiga, J. (2002). Women’s access to higher education in Uganda: Uganda’s experience. Fountain Publishers Limited.
  • Leaper, C., Farkas, T., & Brown, C. S. (2012). Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and English. Journal of Youth and Adolescence, 41(3), 268–282. https://doi.org/10.1007/s10964-011-9693-z
  • Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393–406. https://doi.org/10.1002/(SICI)1098-2736(199604)33:4<393::AID-TEA3>3.0.CO;2-N
  • Muthén, L. K., & Muthén, B. O. (2017). Mplus statistical analysis with latent variables. User’s guide. Muthén & Muthén.
  • Niemivirta, M., & Tapola, A. (2007). Self-efficacy, interest, and task performance: Within-task changes, mutual relationships, and predictive effects. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 21(3–4), 241–250. https://doi.org/10.1024/1010-0652.21.3.241
  • Oon, P. T., & Subramaniam, R. (2011). On the declining interest in Physics among students—From the perspective of teachers. International Journal of Science Education, 33(5), 727–746. https://doi.org/10.1080/09500693.2010.500338
  • Opolot-Okurut, C. (2010). Classroom learning environment and motivation towards mathematics among secondary school students in Uganda. Learning Environments Research, 13(3), 267–277. https://doi.org/10.1007/s10984-010-9074-7
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543
  • Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.881626
  • Ramnarain, U. D. (2014). Teachers’ perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa. Teaching and Teacher Education, 38, 65–75. https://doi.org/10.1016/j.tate.2013.11.003
  • Rotgans, J. I. (2015). Validation study of a general subject-matter interest measure: The individual interest questionnaire (IIQ). Health Professions Education, 1(1), 67–75. https://doi.org/10.1016/j.hpe.2015.11.009
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Salta, K., & Koulougliotis, D. (2015). Assessing motivation to learn chemistry: Adaptation and validation of science motivation questionnaire II with Greek secondary school students. Chemistry Education Research and Practice, 16(2), 237–250. https://doi.org/10.1039/C4RP00196F
  • Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3&4), 299–323. https://doi.org/10.1207/s15326985ep2603&amp;4_5
  • Schumm, M. F., & Bogner, F. X. (2016). Measuring adolescent science motivation. International Journal of Science Education, 38(3), 434–449. https://doi.org/10.1080/09500693.2016.1147659
  • Tuan, H., Chin, C., & Shieh, S. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639–654. https://doi.org/10.1080/0950069042000323737
  • Uganda National Examinations Board. (2017). Statement of release of 2017 UCE examination results.
  • Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34(1), 89–101. https://doi.org/10.1016/j.cedpsych.2008.09.002
  • Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321–341. https://doi.org/10.1007/s11165-007-9052-y
  • Zamora, Á, & Ardura, D. (2014). To what extent do high school physics students use their own mistakes to learn? An experiment on self-regulation in a secondary school classroom. Ensenanza de las Ciencias, 32(2), 253–268. https://doi.org/10.5565/rev/enscciencias.1067

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.