Approach and Avoidance Motivation as Predictors of Achievement Behavior in Physics Instructions among Mildly and Highly Gifted Eighth-Grade Students

An investigation was undertaken to test the predictive power of motivational variables in introductory physics courses completed at German college preparatory high schools. Dependent variables consisted of achievement assessments, self-perceptions of competence, motivational variables, and intended...

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Bibliographic Details
Published inJournal for the education of the gifted Vol. 23; no. 4; pp. 343 - 359
Main Authors Ziegler, Albert, Heller, Kurt A.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2000
SAGE PUBLICATIONS, INC
Subjects
Academic Achievement
Academically Gifted
Achievement Need
Adolescent Development
Approach Avoidance Conflict
Cognitive Ability
Educational Change
Educational Psychology
Educational Theories
Females
Foreign Countries
Gender Differences
Germany
Gifted
Grade 8
Helplessness
Mathematics Teachers
Physics
Predictor Variables
Resistance (Psychology)
School Restructuring
Science Education
Science Instruction
Secondary School Science
Secondary Schools
Self Concept
Self Evaluation (Individuals)
Student Motivation
Germany
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Summary:An investigation was undertaken to test the predictive power of motivational variables in introductory physics courses completed at German college preparatory high schools. Dependent variables consisted of achievement assessments, self-perceptions of competence, motivational variables, and intended electives. Achievement differences were influenced by the talent variable; no significant influence could be registered for approach motivation or avoidance motivation. In contrast, approach motivation did have a positive influence on self-perceptions of competence and intended elective choices but not on the motivational factors.
ISSN:0162-3532
2162-9501
DOI:10.1177/016235320002300402