Skip to main content
SpringerLink
Log in

Interest and Disinterest from College Students for Higher Education in Sciences

  • Chapter
  • First Online:
New Developments in Science and Technology Education

Part of the book series: Innovations in Science Education and Technology ((ISET,volume 23))

Abstract

Although science plays an important role in society, a lack of interest of the youth for scientific studies is currently observed worldwide. Indeed, the proportion of science students in universities has been continuously decreasing for the last 15 years and an increasing gap is observed between the social demand and the scientific expertise. Several reasons influence the youth in their choice of program. Beyond personality and taste, factors related to interest for science can influence positively or negatively their enrollment in a college Science program. To bring to light the most striking factors, we questioned more than 1000 students of various pre-university college programs to probe their interest and motivation for sciences and to understand what had incited them to enroll in Sciences or not in college. We will present factors associated with the interest or the disinterest of students for higher education in sciences. We will consider the influence of faculty on students’ engagement, as well as self-efficacy, self-determination, amotivation and grade motivation.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Bordt, M., DeBroucker, P., Read, C., Harris, S., & Zhang, Y. (2001). Determinants of science and technology skills: Overview of the study. Education Quarterly Review, Statistics Canada, 1, 8–11.

    Google Scholar 

  2. CST, Conseil de la science et de la technologie. (2004). La culture scientifique et technique au Québec: une interface entre les sciences, la technologie et la société. Rapport de conjoncture 2004. Québec: Conseil de la science et de la technologie.

    Google Scholar 

  3. Dekkers, J., & DeLaeter, J. (2001). Enrolments trends in school science education in Australia. International Journal of Science Education, 23, 487–500.

    Article  Google Scholar 

  4. Feinstein, N. (2011). Salvaging science literacy. Science Education, 95, 168–185.

    Article  Google Scholar 

  5. Foisy, M., & Gingras, Y. (2003). « La désaffection des jeunes pour les sciences : réalité ou fiction ? » in B. Schiele et R. Jantzen (dir.), Les territoires de la culture scientifique (pp. 143–194). Montréal/Lyon: Presses de l’Université de Montréal et Presses de l’Université de Lyon.

    Google Scholar 

  6. Garnier, C., Marinacci, L., Vincent, S., Gauthier, D., St-Jean, M., Patenaude, J., Quesnel, M., Hall-Gnom, V., Bonenfant, C., & Séguin-Noël, H. (2004). Système de représentations sociales et de pratiques éducatives en science et technologie au secondaire. Rapport de recherche. GEIRSO, Université de Montréal.

    Google Scholar 

  7. Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with non-science majors. Journal of Research in Science Teaching, 46(2), 127–146.

    Article  Google Scholar 

  8. Goto, M. (2001). Japan. In International Bureau for Education, Science Education for Contemporary Society: Problems, Issues and Dilemmas (pp. 31–38). Geneva: IBE, UNESCO.

    Google Scholar 

  9. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement: Predicting continued interest and performance over time. Journal of Educational Psychology, 92, 316–330.

    Article  Google Scholar 

  10. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

    Article  Google Scholar 

  11. Kelly, G. J. (2011). Scientific literacy, discourse, and epistemic practices. In C. Linder, L. Ostman, D. A. Roberts, P. Wickman, G. Erikson, & A. McKinnon (Eds.), Exploring the landscape of scientific literacy (pp. 61–73). New York: Routledge.

    Google Scholar 

  12. Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567.

    Article  Google Scholar 

  13. Lipstein, R., & Renninger, K. A. (2006). “Putting things into words”: 12–15-year-old students’ interest for writing. In P. Boscolo & S. Hidi (Eds.), Motivation and writing: Research and school practice. New York: Kluwer Academic/Plenum.

    Google Scholar 

  14. MELS. (2006). Évaluation de l’application du programme de formation de l’école québécoise – Enseignement primaire. Rapport préliminaire de la Table de pilotage du Renouveau pédagogique. Québec : MELS.

    Google Scholar 

  15. National Science Foundation. (2002). Science and Engineering Indicators 2002, online at http://www.nsf.gov/sbe/srs/seind02/c0/c0s1.htm. Accessed 4 Mar 2004.

  16. OCDE. (2011). Regard sur l’éducation. Les indicateurs de l’OCDE. Paris: OCDE.

    Google Scholar 

  17. Pearson, W., & A. Fechter. (Eds.). (1994). Who will do science?: Educating the next generation. Baltimore: Johns Hopkins University Press.

    Google Scholar 

  18. Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129.

    Article  Google Scholar 

  19. Renninger, K. A., & Leckrone, T. (1991). Continuity in young children’s actions: A consideration of interest and temperament. In L. Oppenheimer & J. Valsiner (Eds.), The origins of action: Interdisciplinary and international perspectives (pp. 205–238). New York: Springer.

    Chapter  Google Scholar 

  20. Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173–195). New York: Academic.

    Chapter  Google Scholar 

  21. Renninger, K. A., & Shumar, W. (2004). The centrality of culture and community to participant learning at and with the Math Forum. In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 181–209). New York: Cambridge University Press.

    Chapter  Google Scholar 

  22. Roberts, D. (2007). Scientific literacy/science literacy. In S. K. Abellet & N. G. Lederman (Eds.), International handbook of research on science education (pp. 729–780). Mahwah: Erlbaum.

    Google Scholar 

  23. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

    Article  Google Scholar 

  24. Sadoski, M. (2001). Resolving the effects of concreteness on interest, comprehension, and learning important ideas from text. Educational Psychology Review, 13, 263–281.

    Article  Google Scholar 

  25. Sanfeliz, M., & Stalzer, M. (2003). Science motivation in the multicultural classroom. The Science Teacher, 70(3), 64–66.

    Google Scholar 

  26. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.

    Article  Google Scholar 

  27. Service régional d’admission du Montréal Métropolitain. (2012). Rapport annuel, année 2011–2012. SRAM.

    Google Scholar 

  28. Sloboda, J. A. (1990). Musical excellence—How does it develop? In M. Howe (Ed.), Encouraging the development of exceptional skills and talents (pp. 165–178). Leicester: British Psychological Society.

    Google Scholar 

  29. Smithers, A., & Robinson, P. (1988). The growth of mixed a levels. Oxford: Department of Education, University of Manchester.

    Google Scholar 

  30. Su, S., Ortony, A., & Revelle, W. (2012). Journal of Research in Science Teaching, 49(4), 515–537.

    Google Scholar 

  31. Tracey, T. J. G. (2002). Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eight-grade students using the ICA-R and structural equation modeling. Journal of Counseling Psychology, 49(2), 148–163.

    Article  Google Scholar 

  32. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017.

    Article  Google Scholar 

  33. Zacharia, Z., & Barton, A. (2004). Urban middle-school students’ attitudes toward a defined science. Science Education, 88, 197–222.

    Article  Google Scholar 

Download references

Acknowledgements

This research was granted by Quebec’s Ministère de l’Enseignement supérieur, de la Recherche, de la Science et de la Technologie through PAREA and PSCCC and Centre de recherche interuniversitaire sur la formation et la profession enseignante - Université du Québec.

Author information

Authors and Affiliations

  1. Collège Jean-de-Brébeuf, 3200 Chemin de la Côte-Ste-Catherine, Montréal, Québec, Canada, H3T 1C1

    Michel Pronovost

  2. Département de didactique, Université du Québec à Montréal (EREST), C.P. 8888, Succ. Centre-ville, Montréal, Québec, Canada, H3C 3P8

    Michel Pronovost & Patrice Potvin

  3. Cégep André-Laurendeau, 1111 rue Lapierre, Ville Lasalle, Québec, Canada, H8N 2J4

    Caroline Cormier

  4. Département de didactique, Université du Québec à Montréal, Montréal, QC, Canada

    Martin Riopel

Authors
  1. Michel Pronovost
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Caroline Cormier
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Patrice Potvin
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Martin Riopel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Michel Pronovost .

Editor information

Editors and Affiliations

  1. Département de didactique, Université du Québec à Montréal (UQÀM), Montréal,, Canada

    Martin Riopel

  2. Nati'l & Kapodistrian Univ of Athens, Zografou, Greece

    Zacharoula Smyrnaiou

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Pronovost, M., Cormier, C., Potvin, P., Riopel, M. (2016). Interest and Disinterest from College Students for Higher Education in Sciences. In: Riopel, M., Smyrnaiou, Z. (eds) New Developments in Science and Technology Education. Innovations in Science Education and Technology, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-22933-1_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-22933-1_5

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-22932-4

  • Online ISBN: 978-3-319-22933-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation