Show simple item record

dc.contributor.authorHenman, Karen
dc.date.accessioned2010-07-20T15:09:58Z
dc.date.accessioned2015-10-01T18:58:49Z
dc.date.available2010-07-20T15:09:58Z
dc.date.available2015-10-01T18:58:49Z
dc.date.issued2010-07-20T15:09:58Z
dc.identifier.urihttp://hdl.handle.net/10484/945
dc.description.abstractDuring the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry, physics, and engineering. This study used quantitative data to investigate the correlation between female students' motivation, self-esteem, and standards-based state science achievement tests combined with a qualitative survey of student’s perceptions of parents’ attitudes toward science. The Children’s Science Motivation Inventory (CAIMI) determined students’ levels of motivation toward science. The Coopersmith Self-esteem Inventory (CSEI) ascertained female students’ overall self-esteem. The ISTEP+ exam given in the 6th grade measured the students’ academic achievement in science. Trained examiners who interviewed students comprised the qualitative component of the study. Each examiner elaborated on selected questions from the CSEI and CAIMI to determine the students’ perceptions of parental attitudes toward science. A multiple regression was used to determine the correlation between self-esteem, motivation, and achievement in science. The correlation was strongest between motivation. Interviews revealed parents and teachers had the most influence on students' perception of science. In understanding the correlation between female students’ motivation, achievement, and self-esteem, schools will gain further knowledge into how students relate to the academic field of science and can thus promote females' participation in more science courses in high school. This then will provide females the necessary background knowledge to pursue a greater number of science majors in college.
dc.description.statementofresponsibilityKaren Henman
dc.language.isoen_US
dc.subject.lcshEducation, Secondary--United States--Sociological aspects.
dc.subject.lcshTeenage girls--Education (Middle school)
dc.subject.lcshScience--Study and teaching.
dc.subject.lcshSelf-esteem.
dc.titleThe Correlation between Academic Achievements, Self-Esteem and Motivation of Female Seventh Grade Students: A Mixed Methods Approach
dc.typeDissertation
dc.date.graduationmonthMay
dc.date.published2010
dc.description.committeechairKiger, Susan J.
dc.description.committeemembersH. Scott Davis
dc.description.committeemembersStanley S. Shimer
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Curriculum, Instruction, and Media Technology
dc.description.imprintCunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetdGS071610-201001
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 112 p.: ill. Includes abstract .
refterms.dateFOA2021-06-02T11:25:22Z


Files in this item

Thumbnail
Name:
Henman, Karen.pdf
Size:
1.577Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record