Abstract
The study of school learning cannot be reduced to cognitive aspects alone, because motivational factors, teaching methodology, and other classroom-contextual factors exercise a significant influence. In this study we describe a school experiment in which the learning history of students is followed by the use of tests, and, at the same time, the psychological context of their learning is monitored and examined. From data on physics achievement and on psychological constructs, we attempt to elucidate the relationship between the two using LISREL-analyses.
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© 1999 Springer Science+Business Media Dordrecht
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von Rhöneck, C., Grob, K., Schnaitmann, G.W., Völker, B. (1999). Learning in Basic Electricity: How do Motivation, Cognitive Factors, and Classroom Climate Influence Achievement in Physics?. In: Bandiera, M., Caravita, S., Torracca, E., Vicentini, M. (eds) Research in Science Education in Europe. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-9307-6_18
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DOI: https://doi.org/10.1007/978-94-015-9307-6_18
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-5218-6
Online ISBN: 978-94-015-9307-6
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