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Whilst sex is considered to be one of the most significant factors influencing attitudes towards science, previous research seems to suggest that, at least in non-science classes, there is no correlation between sex and motivation to learn science. The present study investigates a mixed group of science and non-science students of upper secondary level. The data show that there is in fact no correlation between sex and motivation to learn science in this group, but that there is a highly significant positive correlation between the students' so-called brain type and their motivation to learn science. At the same time, male students show a more systemizing brain type whilst female students have a more empathizing one. Therefore, the brain type seems in fact to be a basic variable of motivation to learn science, as previous research suggests. Our intention was to explore if involving the science motivation questionnaire (SMQ) could be a strategy to confirm and extend this hypothesis, which seems to be the case. We consider this study as a pilot in preparation for a larger and more systematically sampled project.
|Item Type:||Journal Article, refereed, original work|
|Communities & Collections:||06 Faculty of Arts > Institute of Education|
|Deposited On:||04 Mar 2011 19:38|
|Last Modified:||28 Nov 2013 01:52|
|Publisher:||Taylor & Francis|
|Citations:||Web of Science®. Times Cited: 3|
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