Promoting interest and performance in high school science classes

Science

Volumn 326, Issue 5958, 2009, Pages 1410-1412

  Hulleman, Chris S ^a   Harackiewicz, Judith M ^b  

^a JAMES MADISON UNIVERSITY   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACTIVITY PATTERN; CURRICULUM; EDUCATIONAL DEVELOPMENT; LEARNING; SCIENCE AND TECHNOLOGY; STUDENT;

ARTICLE; CURRICULUM; EXPECTATION; FIELD EXPERIMENT; HIGH SCHOOL STUDENT; HUMAN; HYPOTHESIS; LEARNING; LIFE; MOTIVATION; PERFORMANCE; PRIORITY JOURNAL; SCIENCE; THEORY;

ACHIEVEMENT; ADOLESCENT; BIOLOGY; CURRICULUM; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; LEARNING; MALE; MOTIVATION; NATURAL SCIENCE DISCIPLINES; REGRESSION ANALYSIS; SCIENCE;

EID: 71549158525     PISSN: 00368075     EISSN: 10959203     Source Type: Journal    
DOI: 10.1126/science.1177067     Document Type: Article

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29. This article is based on a doctoral dissertation submitted by C.S.H. to the University of Wisconsin-Madison under the supervision of J.M.H. Thanks are extended to M. Alibali, G. Borman, P. Devine, and A. Gamoran for their service on the dissertation committee; to the Madison Metropolitan School District for their assistance with data collection; and to J. Hyde, S. McFadyen-Ketchum, C. Thurber, and T. Hulleman for their comments on earlier versions of this manuscript. This research was supported in part by grants from the Department of Psychology and the Institute for Education Sciences, U.S. Department of Education, through award no. R305C050055 to the University of Wisconsin-Madison and award no. R305B050029 to Vanderbilt University.