1st Edition
Students’ Motivations and Emotions in Chinese Science Classrooms
The book reviews and examines students’ motivations and emotions in Chinese science classrooms.
By adopting different approaches such as content analysis, factor analysis, path analysis, and latent profile analysis, the author analyzes the content of literature, curriculum standards and textbooks, classroom observations, survey data, interview data, and open-ended responses from students and teachers through a literature review and six empirical studies. The findings may provide insights for education researchers and practitioners seeking to improve science teachers’ pedagogical practices and create friendlier classroom environments.
Researchers of science education or those who are interested in investigating students’ affective perceptions in specific subject contexts will find this book interesting.
Part 1. Introduction 1 Introduction to Motivations and Emotions in Chinese Science Classrooms Part 2 Students’ Motivations and Emotions in Regular Science Classrooms 2 The dimensions and functions of students’ achievement emotions in Chinese chemistry classrooms 3 Assessing students’ achievement emotions during chemistry experiments Part 3 Students’ Motivations and Emotions in New Settings 4 How computer simulations influence students’ motivations and emotions 5 University science-major students’ achievement emotions in emergency remote learning during COVID-19 pandemic: a latent profile analysis Part 4 The Application of Situated Expectancy-Value Theory in Chinese Science Classrooms 6 The development and validation of the chemistry value questionnaire 7 The relationship between students’ motivational beliefs of chemistry learning and future course choices
Biography
Xiaoyang Gong is an assistant professor at Faculty of Education, Tianjin Normal University. Her research interests include science education, psychology, and education technology.
