Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses

Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses

Abstract Background Research illustrates that student motivations influence learning engagement, persistence, and achievement in powerful ways and that positive motivations are linked to deeper learning, critical thinking, pro-social behavior, and better performance. Most studies of learner motivati...

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Bibliographic Details
Main Authors: Jonathan D. Stolk, Michael D. Gross, Yevgeniya V. Zastavker
Format: Article
Language:English
Published: SpringerOpen 2021-05-01
Series:International Journal of STEM Education
Subjects:
Motivation
Gender
Pedagogy
Self-determination theory
Motivational dynamics
Active learning
Online Access:https://doi.org/10.1186/s40594-021-00283-2

Internet

https://doi.org/10.1186/s40594-021-00283-2

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