{"id":416,"date":"2016-10-31T09:05:27","date_gmt":"2016-10-31T07:05:27","guid":{"rendered":"https:\/\/stwww1.weizmann.ac.il\/en\/?page_id=416"},"modified":"2019-04-10T11:36:15","modified_gmt":"2019-04-10T08:36:15","slug":"motivation-studies-which-practices-distinguish-between-teachers-who-are-perceived-by-their-students-as-emphasizing-high-or-low-mastery-oriented-goals","status":"publish","type":"page","link":"https:\/\/stwww1.weizmann.ac.il\/en\/?page_id=416","title":{"rendered":"Motivation Studies – which practices distinguish between teachers who are perceived by their students as emphasizing high or low mastery oriented goals?"},"content":{"rendered":"

Motivation Studies – which practices distinguish between teachers who are perceived by their students as emphasizing high or low mastery oriented goals?<\/h1>\n

Leading team<\/h2>\n

Prof. David Fortus<\/p>\n

Postdocs and students<\/h2>\n

Limor Daphna, PhD<\/p>\n

Bat-Shahar Dorfman<\/p>\n

Israel Touitou<\/p>\n

Summary<\/h2>\n

Adolescents’ declining motivation to engage with science in and out of school – developing a relational model that characterizes the various environmental factors (school culture, teachers, parents, peers) that influence adolescents’ (grades 3-9) motivation to engage with science. Past studies have looked at traditional and democratic schools, high and low mastery-emphasizing teachers, and various teaching practices. Present studies are looking at schools that serve low SES communities, Waldorf schools, the relation between self-efficacy and motivation, how some students are able to “withstand” negative environmental influences, and the development of a mathematical model that will enable the prediction of how students’ motivation for science learning will develop over time. Future studies will involve whole-school and class-based interventions to try and reverse the decline in most students’ motivation to engage with science.<\/p>\n

Related articles<\/h2>\n