Exploring the interplay between psychosocial learning environmental factors, motivation, and self-regulation in 9th -12th grade science

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dc.contributor.advisorGrigsby, Bettye
dc.contributor.advisorWeiser, Brenda
dc.contributor.committeeMemberCarman, Carol
dc.contributor.committeeMemberDivoll, Kent
dc.creatorBlanco, Kathleen
dc.creator.orcid0000-0003-2632-3281
dc.date.accessioned2017-01-24T22:40:06Z
dc.date.available2017-01-24T22:40:06Z
dc.date.created2015-12
dc.date.issued2015-12-09
dc.date.submittedDecember 2015
dc.date.updated2017-01-24T22:40:06Z
dc.description.abstractStudents who once loved science are somehow losing the passion as they progress through their high school courses. There is a need to create science literate citizens; however, it is difficult to accomplish this task if students are not motivated to learn science during their high school years. As a result, this non-experimental, quantitative study examined 9th -12th grade student perceptions of the psychosocial learning factors within a science classroom and their impact on motivation and self-regulation to learn science concepts. Archival data from a convenience sample during the 2013-2014 school year was used for this study. The What is Happening In This Class (WIHIC) and Students’ Adaptive Learning Engagement in Science (SALES) instruments were used to measure the relationships between the psychosocial learning factors, motivation, and self-regulation within a science classroom. Findings indicated there is a statistically significant positive relationship between student perceptions of the psychosocial learning environment and motivation to learn science. There is also a statistically significant positive relationship between student perceptions of the psychosocial learning environment and a student’s self-regulation practices as they relate to learning science concepts. Additionally, there is evidence of a statistically significant relationship between grade level and student perceptions of the psychosocial learning environment.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10657.1/629
dc.language.isoen
dc.subject.lcshScience--Study and teaching (Secondary)
dc.subject.lcshClassroom environment
dc.subject.lcshMotivation (Psychology)
dc.titleExploring the interplay between psychosocial learning environmental factors, motivation, and self-regulation in 9th -12th grade science
dc.typeDissertation
dc.type.materialtext
thesis.degree.departmentSchool of Education
thesis.degree.disciplineEducational Leadership
thesis.degree.grantorUniversity of Houston - Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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