Promoting Students’ Interest and Motivation Towards Science Learning: the Role of Personal Needs and Motivation Orientations

Brislin, R. W. (1986). The wording and translation of research instruments. In W. J. Lonner & J. W. Berry (Eds.), Field methods in educational research (pp. 137–164). Newbury Park: Sage. Brophy, J. (2008). Developing students’ appreciation for what is taught in School. Educational Psychologist, 43(3), 132–141. Burisch, M. (1984). Approaches to personality inventory construction. A comparison of merits. American Psychologist, 39, 214–227. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Earlbaum. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and self-determination of behavior. Psychological Inquiry, 11, 227–268. Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: the self-determination theory perspective. Journal of Personality, 62, 119–142. Design-Based Research Collective. (2003). Design-Based Research: an emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. Drewer, E. (2003). Using semi-structured Interviews in small-scale research: a teacher’s guide (Revised Ed.) Edinburgh: Scottish Council for Research in Education. EU (2004). Europe needs more scientists! High level group on increasing human resources for science and technology in Europe. Available at http://ec.europa.eu/research/press/2004/pr0204en.cfm. Accessed 10 Apr 2010. EU (2005). Europeans, science and technology. Eurobarometer 224. Brussels: The Directorate General Press and Communication of the European Commission. Available at http://ec.europa.eu/public_opinion/archives/ebs/ebs_224_report_en.pdf. Accessed 17 Nov 2007. Guay, F., Ratelle, C., & Chanal, J. (2008). Optimal learning in optimal contexts: the role of self-determination in education. Canadian Psychology, 49(3), 233–240. Hidi, S., & Renninger, A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410–1412. Johnston, M., & Finney, S. (2010). Measuring basic needs satisfaction: evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale. Contemporary Educational Psychology, 35(4), 280–296. Juuti, K., & Lavonen, J. (2006). Design-based research in science education: one step towards methodology. Nordina, 42(2), 54–68. Juuti, K., Lavonen, J., Aksela, M., & Meisalo, V. (2009). Adoption of ICT in Science Education: a case study of communication channels in a teachers’ professional development project. Eurasia Journal of Mathematics, Science & Technology Education, 5(2), 103–118. Kuitunen, H., & Meisalo, V. (1988). Science and technology education and industry. In C. Layton (Ed.), Innovations in science and technology education 2 (pp. 141–154). Paris: UNESCO. Laursen, S., Liston, C., Thiry, H., & Graf, J. (2007). What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms. Life Sciences Education, 6, 49–64. Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in science education: a self-determination theory approach. European Journal of Psychology of Education, 22(3), 351–369. Lavonen, J., Jauhiainen, J., Koponen, I., & Kurki-Suonio, K. (2004). Effect of a long term in-service training program on teachers’ beliefs about the role of experiments in physics education. International Journal of Science Education, 26(3), 309–328. Lavonen, J., Juuti, K., Aksela, M., & Meisalo, V. (2006). A professional development project for improving the use of ICT in science teaching. Technology, Pedagogy and Education, 15(2), 159–174. Lavonen, J., Gedrovics, J., Byman, R., Meisalo, V., Juuti, K., & Uitto, A. (2008). Students’ motivational orientations and career choice in science and technology: a survey in Finland and Latvia. Journal of Baltic Science Education, 7(2), 86–103. Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: an intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264–279. Lott, K. H. (2003). Evaluation of a statewide science inservice and outreach program: teacher and student outcomes. Journal of Science Education and Technology, 12(1), 65–71. Martin, L. (2004). An emerging research framework for studying informal learning and schools. Science Education, 88, 71–82. Minner, D., Levy, A., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter…. Journal of Research in Science Teaching, 47, 474–496. NCCBE (2004). http://www.oph.fi/english/sources_of_information/core_curricula_and_qualification_requirements/basic_education. Accessed 19 June 2012 Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom. Theory and Research in Education, 7(2), 133–144. OECD (2008). Encouraging student interest in science and technology studies: Global Science Forum. Paris: OECD. Osborne, J. (2008). Engaging young people with science: does science education need a new vision? School Science Review, 89(328), 67–74. Osborne, J., Simon, S., & Collins, S. (2003). Attitude towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks: Sage. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7(2), 145–154. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761. Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: an organismic–dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester: The University of Rochester Press. Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school. New York: Taylor & Francis. Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Varied forms of persistence: when free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15, 185–205. Sandoval, W. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 39(4), 213–223. Sandoval, W. (2013). Conjecture mapping: an approach to systematic educational design research. The Journal of the Learning Sciences, 1–19. Scherz, Z., & Oren, M. (2006). How to change students’ images of science and technology. Science Education, 90(6), 965–985. Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257–279. Silvia, P. J. (2008). Interest—the curious emotion. Current Directions in Psychological Science, 17, 57–60. Storksdieck, M. (2001). Differences in teachers’ and students’ museum field-trip experiences. Visitor Studies Today! 4(1), 8–12. Tuomi, J., & Sarajärvi, A. (2002). Laadullinen tutkimus ja sisällönanalyysi. Jyväskylä: Tammi. Tytler, R., Osborne, J., Williams, G., Tytler, K., & Cripps C.J. (2008). Opening up pathways: engagement in STEM across the primary–secondary school transition. Canberra: Australian Department of Education, Employment and Workplace Relations. Available at http://www.dest.gov.au/sectors/career_development/publications_resources/profiles/Opening_Up_Pathways.htm#authors. Accessed 2 July 2009 Tytler, R., Symington, D., & Smith, C. (2010). A curriculum innovation framework for science, technology and mathematics education. Research in Science Education, 41(1), 19–38. Vallerand, R. J., Pelletier, L. G., Blais, M. B., Brière, N. M., Senécal, C. B., & Vallières, E. F. (1992). The academic motivation scale: measure of intrinsic, extrinsic, and motivation in education. Educational and Psychological Measurements, 52, 1003–1017. Vansteenkiste, M, Williams, G. C. & Resnicow, K. (2012). Toward systematic integration between Self-Determination Theory and Motivational Interviewing as examples of top-down and bottom-up intervention development: autonomy or volition as a fundamental theoretical principle. International Journal of Behavioral Nutrition and Physical Activity, 9:23. doi:10.1186/1479-5868-9-23. Vasalampi, K., Salmela-Aro, K., & Nurmi, J.-E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European Psychologist, 14(4), 332–341. Woolnough, B. E. (1996). Changing pupils’ attitudes to careers in science. Physics Education, 31(5), 301–308.