Skip to main content
SpringerLink
Log in

The Interplay of Motivation and Cognition: Challenges for Science Education Research and Practice

  • Chapter
  • First Online:
Applying Bio-Measurements Methodologies in Science Education Research

  • 385 Accesses

Abstract

Learning science at school is a complex learning task with success depending on several internal (e.g., prior knowledge, ability, personal characteristics) and external factors (e.g., teacher’s competences, syllabus, classroom climate). Science education and the perception of science classes as “hard” or “difficult” are discussed by scholars, science teachers, and students for at least three decades.

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

  • Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87(1), 49–74.

    Article  Google Scholar 

  • Adcock, R. A., Thangavel, A., Whitfield-Gabrieli, S., Knutson, B., & Gabrieli, J. D. E. (2006). Reward-motivated learning: Mesolimbic activation precedes memory formation. Neuron, 50(3), 507–517. https://doi.org/10.1016/j.neuron.2006.03.036.

    Article  Google Scholar 

  • Amabile, T. M., DeJong, W., & Lepper, M. R. (1976). Effects of externally imposed deadlines on subsequent intrinsic motivation. Journal of Personality and Social Psychology, 34(1), 92–98.

    Article  Google Scholar 

  • Amso, D., & Scerif, G. (2015). The attentive brain: Insights from developmental cognitive neuroscience. Nature Review Neuroscience, 16, 606–619. https://doi.org/10.1038/nrn4025.

    Article  Google Scholar 

  • Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811–831. https://doi.org/10.1002/tea.3660310805.

    Article  Google Scholar 

  • Anderson, B. A., & Sali, A. W. (2016). The impact of reward on attention: Beyond motivation. In T. S. Braver (Ed.), Motivation and cognitive control (pp. 50–64). Routledge.

    Google Scholar 

  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582.

    Google Scholar 

  • Bakracevic Vukman, K., Funčič Masič, T., & Schmidt, M. (2013). Self-regulation of learning in secondary school students with special educational needs and other students of vocational and technical schools. The New Educational Review, 33(3), 295–208. https://doi.org/10.15804/tner.2016.43.1.01.

  • Barkley, R. A. (1998). Attention-deficit hyperactivity disorder: A handbook for treatment and diagnosis. Guilford Press.

    Google Scholar 

  • Battele for Kids. (2019). Partnership for 21th century learning. https://www.battelleforkids.org/networks/p21/frameworks-resources.

  • Bechara, A., & Damasio, A. R. (2005). The somatic marker hypothesis: A neural theory of economic decision. Games and Economic Behavior, 52(2), 336–372. https://doi.org/10.1016/j.geb.2004.06.010.

    Article  Google Scholar 

  • Black, A. E., & Deci, E. L. (2000). The effects of student self-regulation and instructor autonomy support on learning in a college-level natural science course: A self-determination theory perspective. Science Education, 84(6), 740–756. https://doi.org/10.1002/1098-237X(200011)84:6%3C740::AID-SCE4%3E3.0.CO;2-3.

  • Boets, B. (2014). Dyslexia: Reconciling controversies within an integrative developmental perspective. Trends in Cognitive Sciences, 18(10), 501–503. https://doi.org/10.1016/j.tics.2014.06.003.

    Article  Google Scholar 

  • Boets, B., Ghesquière, P., Van Wieringen, A., & Wouters, J. (2007). Speech perception in preschoolers at family risk for dyslexia: Relations with low-level auditory processing and phonological ability. Brain Language, 101(1), 19–30. https://doi.org/10.1016/j.bandl.2006.06.009.

    Article  Google Scholar 

  • Bogdanowicz, M., Lockiewitz, M., & Bogdanowicz, K. (2007). Life skills. In I. Smithe (Ed.), Dislexia. A guide for adults, education and culture (pp. 55–72). Leonardo da Vinci.

    Google Scholar 

  • Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students’ self-determination: Effects on students’ analytic problem-solving skills. Motivation and Emotion, 17, 319–336.

    Article  Google Scholar 

  • Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. The ERIC Clearinghouse on Elementary and Early Childhood Education.

    Google Scholar 

  • Braver, T. S. (2016). Motivation and cognitive control: Introduction. In T. S. Braver (Ed.), Motivation and cognitive control (pp. 1–20). Routledge.

    Google Scholar 

  • Brosnan, M., Demetre, H., Hamill, S., Robson, K., Shepherd, H., & Cody, G. (2002). Executive functioning in adults and children with developmental dyslexia. Neuropsyhologia, 40(12), 2144–2155. https://doi.org/10.1016/S0028-3932(02)00046-5.

  • Brown, T., & Stephen, E. (2011). Factor structure of the motor-free visual perception test-3rd edition (MVPT-3). Canadian Journal of Occupational Therapy, 78(1), 26–36. https://doi.org/10.2182/cjot.2011.78.1.4.

  • Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363–423. https://doi.org/10.2307/1170677.

    Article  Google Scholar 

  • Casey, B. J., & Galván, A. (2016). The teen brain: “Arrested development” in resisting temptation. In Braver, T. S. (Ed.), Motivation and cognitive control (pp. 263–282). Routledge.

    Google Scholar 

  • Church, M. A., Elliot, J. E., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43–54. https://doi.org/10.1037/0022-0663.93.1.43.

    Article  Google Scholar 

  • Cook, G. I., Rummel, J., & Dummel, S. (2015). Toward an understanding of motivational influences on prospective memory using value-added intentions. Frontiers of Human Neuroscience, 9, 278. https://doi.org/10.3389/fnhum.2015.00278.

    Article  Google Scholar 

  • Crede, M., & Phillips, L. A. (2011). A meta-analytic review of the motivated strategies for learning questionnaire. Learning and Individual Differences, 21, 337–346. https://doi.org/10.1016/j.lindif.2011.03.002.

    Article  Google Scholar 

  • Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social-affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636–650. https://www.nature.com/articles/nrn3313.

  • Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15–35). Cambridge University Press.

    Google Scholar 

  • Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115. https://doi.org/10.1037/h0030644.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Current theory and research in motivation, Vol. 38. Nebraska Symposium on motivation: Perspectives on motivation (pp. 237–288). University of Nebraska Press.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801.

    Article  Google Scholar 

  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627.

    Article  Google Scholar 

  • Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40(1), 1–10.

    Article  Google Scholar 

  • Di Domenico S. I., & Ryan, R. M. (2017). The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Front Human Neuroscience, 11(145). https://doi.org/10.3389/fnhum.2017.00145.

  • Eckes, A., Urhahne, D., & Wilde, M. (2016, June 2–5). Why structure needs to provided autonomy-supportive—The effects of structure and autonomy support on motivation [Paper presentation]. Self-Determination Conference, Victoria, BC, Canada. http://web.uvic.ca/sdt2016/.

  • European Commission (2007, June). Science education now: A renewed pedagogy for the future of Europe (No. EUR22845). Office for Official Publications of the European Communities. https://www.eesc.europa.eu/sites/default/files/resources/docs/rapportrocardfinal.pdf.

  • Fastrich, G. M., Kerr, T., Castel, A. D. in Murayama, K. (2018). The role of interest in memory for trivia questions: An investigation with a large-scale database. Motivation Science, 4(3), 227–250. https://doi.org/10.1037/mot0000087.

  • Fink, C., Boggiano, A. K., Main, D. S., Barrett, M., & Katz, P. A. (1992). Children’s achievement related behaviors: The role of extrinsic and intrinsic motivational orientations. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 189–214). Cambridge University Press.

    Google Scholar 

  • Fishback, A., Eyal, T., & Finkelstein, S. R. (2010). How positive and negative feedback motivate goal pursuit. Social and Personality Psychology Compass, 4(8), 517–530. https://doi.org/10.1111/j.1751-9004.2010.00285.x.

    Article  Google Scholar 

  • Gargiulo, R. M. (2015). Special education in contemporary society: An introduction to exceptionality (5th ed.). Sage.

    Google Scholar 

  • Gilbert, J. K. (2006). On the nature of ‘context’ in chemical education. International Journal of Science Education, 28(9), 957–976.

    Article  Google Scholar 

  • Goodwin, A., Salomone, S., Bolton, P., Charman, T., & Jones, E. J. H. (2016). Attention training for infants at familiar risk of ADHD (INTERSTAARS): Study protocol for randomised controlled trail. Trials, 17, 608. https://doi.org/10.1186/s13063-016-1727-0.

  • Gordon, R., & Gordon, M. (2006). The turned off child: Learned helplessness and school failure. Millenial Mind.

    Google Scholar 

  • Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508–517.

    Article  Google Scholar 

  • Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233–240. https://doi.org/10.1037/a0012758.

    Article  Google Scholar 

  • Győrfi, A. in Smythe, I. (2010). Dyslexia report: Dyslexia in Europe: A pan-european survey. http://www.doitprofiler.co.za/media/13299/dyslexia_report_2010_final_mep.pdf.

  • Hari, R., Valta, M., & Uutela, K. (1999). Prolonged attentional dwell time in dyslexic adults. Neuroscience Letters, 271, 202–204.

    Article  Google Scholar 

  • Helland, T., & Asbjørnesen, A. (2000). Executive functions in dyslexia. Child Neuropsychology, 6(1), 37–48. https://doi.org/10.1076/0929-7049.

    Article  Google Scholar 

  • Hendry, A., Jahnson, M. H., & Holmboe, K. (2019). Early development of visual attention: Change, stability, and longitudinal associations. Annual Review of Developmental Psychology, 1, 251–275. https://doi.org/10.1146/annurev-devpsych-121318-085114.

    Article  Google Scholar 

  • Hidi, S. E., & Renninger, K. A. (2019). Introduction: Motivation and its relation to learning. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 1–14). Cambridge University Press.

    Google Scholar 

  • Holbrook, J., & Rannikmäe, M. (2014). The philosophy and approach on which the PROFILES project is based. CEPS Journal, 4, 9–29.

    Google Scholar 

  • Hung-Chih, Y., Hsiao-Lin, T., & Chi-Hung, L. (2010). Investigating the influence of motivation on students’ conceptual learning outcomes in web-based vs. classroom-based science teaching contexts. Research in Science Education, 41, 211–224. https://doi.org/10.1007/s11165-009-9161-x.

    Article  Google Scholar 

  • Jarvela, S., & Niemivirta, M. (2001). Motivation in context: Challenges and possibilities in studying the role of motivation in new pedagogical cultures. In S. Volet & S. Jarvela (Eds.), Motivation in learning context: Theoretical advances and methodological implications (pp. 105–127). Pergamon.

    Google Scholar 

  • Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted learning, 7, 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x.

    Article  Google Scholar 

  • Juriševič, M. (2006). Učna motivacija in razlike med učenci [Motivation to learn and differences among students]. Univerza v Ljubljani Pedagoška fakulteta.

    Google Scholar 

  • Juriševič, M., Vrtačnik, M., Kwiatkowski, M., & Gros, N. (2012). The interplay of students’ motivational orientations, their chemistry achievements and their perception of learning within the hands-on approach to visible spectrometry. Chemistry Education Research and Practice, 13(3), 237–247. https://doi.org/10.1039/C2RP20004J.

    Article  Google Scholar 

  • Kasch, K. L., Rottenberg, J., Arnow, B. A., & Gotlib, I. H. (2002). Behavioral activation and inhibition systems and the severity and course of depression. Journal of Abnormal Psychology, 111(4), 589–597. https://doi.org/10.1037/0021-843X.111.4.589.

  • Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialists’ teachers. Journal of Learning Disabilities, 40(6), 494–507. https://doi.org/10.1177/00222194070400060201.

    Article  Google Scholar 

  • Koballa, T. R. Jr., & Glynn, S. M. (2007). Attitudinal and motivational constructs in science education. In S. K. Abell & N. Lederman (Eds.), Handbook for research in science education (pp. 75–102). Erlbaum.

    Google Scholar 

  • Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(3), 233–248.

    Google Scholar 

  • Kolić-Vehovec, S., Zubković-Rončević, B., & Pahljina-Reinić, R. (2014). Development of metacognitive knowledge of reading strategies and attitudes toward reading in early adolescence: The effect on reading comprehension. Psychological Topics, 23(1), 77–98.

    Google Scholar 

  • Kriss, I., & Evans, B. J. W. (2005). The relation between dyslexia and Meares-Irlen syndrome. Journal of Research in Reading, 28(3), 350–364. https://doi.org/10.1111/j.1467-9817.2005.00274.x.

    Article  Google Scholar 

  • Lackaye, T., Margalit, M., Ziv, O., & Zimen, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-LD-matched peers. Learning Disabilities Research & Practice, 21(2), 111–121. https://doi.org/10.1111/j.1540-5826.2006.00211.x.

    Article  Google Scholar 

  • Lee, E., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing extrinsic reasons for doing: An fMRI study. Neuroscience Research, 73(1), 68–72. https://doi.org/10.1016/j.neures.2012.02.010.

    Article  Google Scholar 

  • Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic reward: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137.

    Article  Google Scholar 

  • Lepper, M. R. in Greene, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic rewards on children’s intrinsic motivation. Journal of Personality and Social Psychology, 31(3), 479–486.

    Google Scholar 

  • Levine, M. D. (2002). Educational care: A system for understanding and helping children with learning problems at home and in school (2nd ed.). Educators Publishing Services.

    Google Scholar 

  • Linnenbrink, E. A., & Pintrich P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115–135). Springer.

    Google Scholar 

  • Linnenbrink-Garcia, L., & Patall, E. A. (2016). Motivation. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 91–103). Routledge.

    Google Scholar 

  • Lodge, J. M., & Harrison, W. J. (2019). The role of attention in learning in the digital age. Yale Journal of Biology and Medicine, 92, 21–28.

    Google Scholar 

  • Loew, S. J., Marsh, N. V., & Watson, K. (2014). Symptoms of Meares-Irlen/visual stress syndome in subjects diagnosed with chronic fatigue syndrome. International Journal of Clinical and Health Psychology, 14(2), 87–92. https://doi.org/10.1016/S1697-2600(14)70041-9.

    Article  Google Scholar 

  • Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1–14. https://doi.org/10.1007/s11881-003-0001-9.

    Article  Google Scholar 

  • Lyons, T. (2006). Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591–613. https://doi.org/10.1080/09500690500339621.

  • Lyons, T., & Quinn, F. (2010). Choosing science: Understanding the declines in senior high school science enrolments. National Centre of Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR A), Australia.

    Google Scholar 

  • Magajna, L. (2015). Sodobne raziskave spoznavnih procesov in psiholoških virov pri specifičnih motnjah učenja: izzivi za razvojno delo in prakso [Contemporary research on cognitive processes and psychological resources in specific learning disorders: Challenges for development work and practice]. In Z. Pavlović (Ed.), 60 let podpore pri vzgoji, učenju in odraščanju [60 years of support in education, learning and growing up] (pp. 141–160). Svetovalni center za otroke, mladostnike in starše Ljubljana.

    Google Scholar 

  • Mayer, R. E. (2010). Learning with technology. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 179–196). OECD. https://read.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en#page1.

  • Maier, S. F., & Seligman, M. E. (2016). Learned helplessness at fifty: Insights from neuroscience. Psychological Review, 123(4), 349–367. https://doi.org/10.1037/rev0000033.

    Article  Google Scholar 

  • McGillivray, S., Murayama, K., & Castel, A. (2015). Thirst for knowledge: The effects of curiosity and interest on memory in younger and older adults. Psychology and Aging, 30(4), 835–841. https://doi.org/10.1037/a0039801.

    Article  Google Scholar 

  • Meyer, B., Johnson, S. L., & Carver, C. S. (1999). Exploring behavioral activation and inhibition sensitivities among college students at risk for bipolar spectrum symptomatology. Journal of Psychopathology Behavioral Assessment, 1; 21(4), 275–292. https://doi.org/10.1023/A:1022119414440.

  • Miendlarzewska, E. A., Bavelier, D., & Schwartz, S. (2016). Influence of reward motivation on human declarative memory. Neuroscience and Biobehavioral Reviews, 61, 156–2176. https://doi.org/10.1016/j.neubiorev.2015.11.015.

    Article  Google Scholar 

  • Mitchell, D. (2014). What really works in special education and inclusive education: Using evidence-based teaching strategies (2nd ed.). Routledge.

    Google Scholar 

  • Mossholder, K. W. (1980). Effects of externally mediated goal setting on intrinsic motivation: A laboratory experiment. Journal of Applied Psychology, 65(2), 202–210.

    Article  Google Scholar 

  • Murayama, K. (2018). The science of motivation: Multidisciplinary approaches advance research on the nature and effects of motivation. Psychological Science Agenda, June 2018. https://www.apa.org/science/about/psa/2018/06/motivation.

  • Murayama, K., & Elliot, A. J. (2011). Achievement motivation and memory: Achievement goals differentially influence immediate and delayed remember–know recognition memory. Personality and Social Psychology Bulletin, 37(10), 1339–1348. https://doi.org/10.1177%2F0146167211410575.

  • Murayama, K., & Kitagami, S. (2014). Consolidation power of extrinsic rewards: Reward cues enhance long-term memory for irrelevant past events. Journal of Experimental Psychology: General, 143(1), 15–20. https://doi.org/10.1037/a0031992.

    Article  Google Scholar 

  • Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Neural basis of the undermining effect of monetary reward on intrinsic motivation. Proceedings of the National Academy of Sciences of the United States of America, 107(49), 20911–20916. https://doi.org/10.1073/pnas.1013305107.

    Article  Google Scholar 

  • Muris, P., Merchelbach, H., Schmidt, H., Gadet B. B., & Bogie, N. (2001). Anxiety and depression as correlates of self-reported behavioural inhibition in normal adolescents. Behaviour Research and Therapy, 39(9), 1051–1061. https://www.ncbi.nlm.nih.gov/pubmed/11520011.

  • Murphy, M. F. (2004). Dyslexia: An explanation. Flyleaf Press.

    Google Scholar 

  • Murty, V. P., & Dickerson, K. C. (2017). Recent developments in neuroscience research on human motivation. In Advances in motivation and achievement (Vol. 19, pp. 203–227). Emerald Group Publishing. https://doi.org/10.1108/S0749-742320160000019019.

  • Murty, V. P., Ballard, I. C., Macduffie, K. E., Krebs, R. M., & Adcock, R. A. (2013). Hippocampal networks habituate as novelty accumulates. Learning & Memory, 20(4), 229–235. https://doi.org/10.1016/j.neulet.2018.01.053.

    Article  Google Scholar 

  • Murty, V. P., Labar, K. S., & Adcock, R. A. (2012). Threat of punishment motivates memory encoding via amygdala, not midbrain, interactions with the medial temporal lobe. Journal of Neuroscience, 32(26), 8969–8976. https://doi.org/10.1523/JNEUROSCI.0094-12.2012.

    Article  Google Scholar 

  • National Scientific Council on the Developing Child. (2018). Understanding motivation: Building the brain architecture that supports learning, health, and community participation (Working Paper No. 14). https://developingchild.harvard.edu/.

  • Oliveira, A., Behnagh, F. R., Ni, L., Mohsinah, A. A., Burgess, K. J., & Guo, L. (2019). Emerging technologies as pedagogical tools for teaching and learning science: A literature review. Human Behaviour & Emerging Technologies, 1, 49–160. https://doi.org/10.1002/hbe2.141.

  • Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265–279. https://doi.org/10.1016/j.tsc.2013.07.006.

    Article  Google Scholar 

  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079. https://doi.org/10.1080/0950069032000032199.

    Article  Google Scholar 

  • Patall, E. A., Pituch, K. A., Steingut, R. R., Vasquez, A. C., Yates, N., & Kennedy, A. A. (2019). Agency and high school science students’ motivation, engagement, and classroom support experiences. Journal of Applied Developmental Psychology, 62, 77–92. https://doi.org/10.1016/j.appdev.2019.01.004.

  • Peterson, C., Maier, S., & Seligman, M. E. P. (1993). Learned helplessness: A theory for the age of personal control. Oxford.

    Google Scholar 

  • Phillips, A. G., Vacca, G., & Ahn, S. (2008). A top-down perspective on dopamine, motivation and memory. Pharmacology, Biochemistry and Behavior, 90, 236–249. https://doi.org/10.1016/j.pbb.2007.10.014.

    Article  Google Scholar 

  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Prentice Hall.

    Google Scholar 

  • Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally controlling styles. Journal of Personality, 53(3), 435–449.

    Article  Google Scholar 

  • Posner, M. I., & Boies, S. J. (1971). Components of attention. Psychological Review, 78(5), 391–408. https://doi.org/10.1037/h0031333.

  • Potvin, P., & Hasni, A. (2014). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology, 23(6), 784–802. https://doi.org/10.1007/s10956-014-9512-x.

    Article  Google Scholar 

  • Putnam S. P., Garstein M. A., & in Rothbart M. K. (2006). Measurement of five-grained aspects of toddler temperament: The early childhood behavior questionaire. Infant Bahavior & Development, 29, 386–401. https://doi.org/10.1016/j.infbeh.2006.01.004.

  • Putnam, S. P., Rothbart, M. K., & Gartstein, M. A. (2008). Homotypic and heterotypic continuity of fine-grained temperament during infancy, toddlerhood, and early childhood. Infant and Child Development, 17(4), 387–405. https://doi.org/10.1002/icd.582.

  • Raduly-Zorgo, E., Smythe, L., & Gyarmathy, E. (2010). Disleksija – vodnik za tutorje [Dyslexia—A guide for tutors]. Bravo - društvo za pomoč otrokom in mladostnikom s specifičnimi učnimi težavami.

    Google Scholar 

  • Reeve J. (2016). Autonomy-supportive teaching: What it is, how to do it. In W. Liu, J. Wang, & R. Ryan (Eds.), Building autonomous learners (pp. 129–152). Springer.

    Google Scholar 

  • Reid, R., Lienemann, T. O., & Hagaman, J. L. (2013). Strategy instruction for students with learning disabilities. The Guilford Press.

    Google Scholar 

  • Reiter, A., Tucha, O., & Lange, K. W. (2004). Executive functions in children with dyslexia. Dislexia: An International Journal of Research and Practice, 11, 116–131. https://doi.org/10.1002/dys.289.

  • Rheinberg, F., Vollmeyer, R., & Rollett, W. (2000). Motivation and action in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 503–531). Academic Press.

    Google Scholar 

  • Roth, L. S. (2008). Comprehension, monitoring, cognitive resources and reading disability. http://search.proquest.com/openview/93dd35a410ddfac44c41f6566cff7fc7/1?pq-origsite=gscholar&cbl=18750&diss=y.

  • Rothbart, M. K., Derryberry, D., & Hershey K. (2000). Stability of temperament in childhood: Laboratory infant assessment to parent report at seven years. In V. J. Molfese (Ed.), Temperament and personality development across the life span (pp. 85–119). Routledge.

    Google Scholar 

  • Rothkirch, M., & Sterzer, P. (2016). The role of motivation in visual information processing. In T. S. Braver (Ed.), Motivation and cognitive control (pp. 23–49). Routledge.

    Google Scholar 

  • Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450–461.

    Article  Google Scholar 

  • Ryan, R. M. (2016, June 2–5). Motivation in education: Research and practice using SDT [Paper presentation]. Self-Determination Conference, Victoria, BC, Canada. http://web.uvic.ca/sdt2016/.

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

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 171–196). Routledge.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1016/j.cedpsych.2020.101860.

    Article  Google Scholar 

  • Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions. Journal of Personality and Social Psychology, 50, 550–558.

    Article  Google Scholar 

  • Schabel, S. J., Schairer, W., Donahue, R. J., Powell, V., & Janak, P. H. (2011). Similar neural activity during fear and disgust in the rat basolateral amygdala. PLoS ONE, 6(12), e27797. https://doi.org/10.1371/journal.pone.0027797.

  • Schiefele, U., & Rheinberg, F. (1997). Motivation and knowledge acquisition: Searching for mediating processes. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 251–301). JAI Press.

    Google Scholar 

  • Schiller, D., Freeman, J. B., Mitchell, J. P., Uleman, J. S., & Phelps, E. A. (2009). A neural mechanism of first impressions. Nature Neuroscience, 12(4), 508–514. https://doi.org/10.1038/nn.2278.

    Article  Google Scholar 

  • Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.

    Article  Google Scholar 

  • Schulte-Körne, G. (2010). The prevention, diagnosis, and treatment of dyslexia. Deutsches Arzteblatt International, 107(41), 718–726.

    Google Scholar 

  • Segalowitz, S., Wagner, J. W., & Menna, R. (1992). Lateral versus frontal ERP predictors of reading skill. Brain and Cognition, 20, 85–103.

    Article  Google Scholar 

  • Shirazi, S. (2017). Student experience of school science. International Journal of Science Education, 39(14), 1891–1912. https://doi.org/10.1080/09500693.2017.1356943.

    Article  Google Scholar 

  • Simpson, E. H., & Balsam, P. (2016). The behavioral nauroscience of motivation: An overview of concepts, measures, and translation applications. In E. H. Simpson & P. Balsam (Eds.), Behavioral neuroscience of motivation. Current Topics in Behavioral Neurosciences, 27 (pp. 1–12). Springer. https://doi.org/10.1007/7854_2015_402.

  • Skinner, E., Saxton, E., Currie, C., & Shusterman, G. (2017). A motivational account of the undergraduate experience in science: Brief measures of students’self-system appraisals, engagement in coursework, and identity as a scientist. International Journal of Science Education, 39(17), 2433–2459. https://doi.org/10.1080/09500693.2017.1387946.

    Article  Google Scholar 

  • Sorrenti, L., Spadaro, L., Mafodda, A.V., Scopelliti, G., Orecchio, S., & Filippello, P. (2019). The predicting role of school learned helplessness in internalizing and externalizing problems: An exploratory study in students with specific learning disorder. Mediterranean Journal of Clinical Psychology, 7. https://cab.unime.it/journals/index.php/MJCP/article/view/2035/0.

  • Soriano-Ferrer, M., & Monte-Soriano, M. (2017). Teacher perception of reading motivation in children with developmental dyslexia and average readers. Procedia – Social and Behavioral Sciences, 237, 50–56. https://doi.org/10.1016/j.sbspro.2017.02.012.

  • Spafford, C., & Grosser, G. S. (1993). The social misperception syndrome in children with learning disabilities: Social causes versus neurological variables. Journal of Learning Disabilities, 26(3), 178–189.

    Google Scholar 

  • Sršen Fras, A. (2016). Afektivni dejavniki samoregulacijskega učenja pri učencih s specifičnimi učnimi težavami [Affective factors of self-regulatory learning in students with specific learning difficulties]. Unpublished MA thesis, Univerza v Ljubljani Filozofska fakulteta.

    Google Scholar 

  • Stein, J. F. (2001). The magnocellular theory of developmental dyslexia. https://www.researchgate.net/publication/12029637_The_Magnocellular_Theory_of_Developmental_Dyslexia.

  • Stein, J. F. (2012). The neurobiological basis of dyslexia: The magnocellular theory. https://www.researchgate.net/publication/286045035_The_Neurobiological_Basis_of_Dyslexia_The_Magnocellular_Theory.

  • Stein, J. F., & Walsh, W. (1997). To see but not to read: The magnocellular theory of dyslexia. Trends in Neuroscience, 20(4), 147–152. https://doi.org/10.1016/S0166-2236(96)01005-3.

    Article  Google Scholar 

  • Stevenson, R. A., Wilson, M. M., Powers, A. R., & Wallace, M. T. (2013). The effect of visual training on multisensory temporal processing. Experimental Brain Research, 225(4), 479–489. https://doi.org/10.1007/s00221-012-3387-y.

    Article  Google Scholar 

  • Stipek, D. (1996). Motivation and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. A project of division 15 (pp. 85–113). Macmillan.

    Google Scholar 

  • Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Allyn & Bacon.

    Google Scholar 

  • Suri, G., & Gross, J. J. (2015). The role of attention in motivated behavior. Journal of Experimental Psychology: General, 144(4), 864–872. https://doi.org/10.1037/xge0000088.

  • Thomas, S., & Oldfather, P. (1997). Intrinsic motivations, literacy, and assessment practices: “That’s my grade. That’s me”. Educational Psychologist, 32, 107–123. https://psycnet.apa.org/doi/10.1207/s15326985ep3202_5.

  • Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Education Digest: Essential Readings Condensed for Quick Review, 78(1), 29–35. https://eric.ed.gov/?id=EJ999430.

  • Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire for assessing students’ motivation toward science learning. International Journal of Science Education, 27, 639–654.

    Article  Google Scholar 

  • Vollmeyer, R., & Rheinberg, F. (2013). The role of motivation in knowledge acquisition. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 697–706). Springer.

    Google Scholar 

  • Vossen, T. E., Henze, I., Rippe, R. C. A., Van Driel, J. H., & De Vries, M. J. (2018). Attitudes of secondary school students towards doing research and design activities. International Journal of Science Education, 40(13), 1629–1652. https://doi.org/10.1080/09500693.2018.1494395.

    Article  Google Scholar 

  • Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Sage.

    Google Scholar 

  • Wentzel, K. R., & Miele, D. B. (2016). Overview. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation in school (2nd ed., pp. 1–8). Routledge.

    Google Scholar 

  • Wilkins, A., Allen, P. M., Monger, L. J., & Gilchrist, J. M. (2016). Visual stress and dyslexia for the practising optometrist. Optometry in Practice, 17(2), 103–112. http://repository.essex.ac.uk/id/eprint/17161.

  • Willows D. M. (1998). Visual processes learning disabilities. In B. Y. Wong (Ed.), Learning about learning disabilities (2nd ed., pp. 203–236). Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Ljubljana, Ljubljana, Slovenia

    Mojca Juriševič

  2. Counseling Center for Children, Adolescents and Parents Ljubljana, Ljubljana, Slovenia

    Tanja Černe

Authors
  1. Mojca Juriševič
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tanja Černe
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mojca Juriševič .

Editor information

Editors and Affiliations

  1. Faculty of Education, University of Ljubljana, Ljubljana, Slovenia

    Iztok Devetak

  2. Faculty of Education, University of Ljubljana, Ljubljana, Slovenia

    Saša Aleksij Glažar

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Juriševič, M., Černe, T. (2021). The Interplay of Motivation and Cognition: Challenges for Science Education Research and Practice. In: Devetak, I., Glažar, S.A. (eds) Applying Bio-Measurements Methodologies in Science Education Research. Springer, Cham. https://doi.org/10.1007/978-3-030-71535-9_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-71535-9_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-71534-2

  • Online ISBN: 978-3-030-71535-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation