Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study

Autor:	Robin C. Dunkin, Lisa Hunter, Rafael Palomino, Campbell Leaper, Susanna E. Honig, Christine R. Starr
Rok vydání:	2020
Předmět:	Science instruction Longitudinal study Self-concept Identity (social science) Science education Structural equation modeling Education Developmental psychology Classroom climate Term (time)
Zdroj:	Journal of Research in Science Teaching. 57:1093-1118
ISSN:	1098-2736 0022-4308
DOI:	10.1002/tea.21623
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::b73230f0cb589e7b017d5be82f28964d https://doi.org/10.1002/tea.21623 Zobrazit plný text záznamu Plný text