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dc.contributor.authorChen, Jason A.
dc.contributor.authorTutwiler, M. Shane
dc.contributor.authorMetcalf, Shari
dc.contributor.authorKamarainen, Amy marie
dc.contributor.authorGrotzer, Tina Ann
dc.contributor.authorDede, Christopher J.
dc.date.accessioned2018-07-16T16:08:48Z
dc.date.issued2016
dc.identifierQuick submit: 2018-06-09T21:58:52-0400
dc.identifier.citationChen, Jason A., M. Shane Tutwiler, Shari J. Metcalf, Amy Kamarainen, Tina Grotzer, and Chris Dede. 2016. “A Multi-User Virtual Environment to Support Students’ Self-Efficacy and Interest in Science: A Latent Growth Model Analysis.” Learning and Instruction 41 (February): 11–22. doi:10.1016/j.learninstruc.2015.09.007.en_US
dc.identifier.issn0959-4752en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:37231286
dc.description.abstractUsing latent growth models, we explored: (a) The effect of middle school students' (n = 189) pre-intervention science self-efficacy and science interest on their initial interest in an Ecosystems Multi-User Virtual Environment (EcoMUVE) and the rate of change in their interest in EcoMUVE; and (b) the mediating effect of students' initial interest in EcoMUVE and rate of change in interest on students' post-intervention science self-efficacy and interest in science. Results showed that: (1) students' pre-intervention self-efficacy for science had an effect both on students' triggered situational interest for EcoMUVE and on students' maintained situational interest for EcoMUVE; (2) both triggering and maintaining situational interest in EcoMUVE were important in developing students' science self-efficacy. In fact, maintained situational interest was the stronger predictor; and (3) maintained situational interest for EcoMUVE translated into individual interest for the science content. Results support and extend social cognitive theory as well as models of interest development.en_US
dc.language.isoen_USen_US
dc.publisherElsevier BVen_US
dc.relation.isversionofdoi:10.1016/j.learninstruc.2015.09.007en_US
dash.licenseOAP
dc.subjectTechnologyen_US
dc.subjectSelf-efficacyen_US
dc.subjectInteresten_US
dc.subjectScience educationen_US
dc.subjectLatent growth modelen_US
dc.titleA multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysisen_US
dc.typeJournal Articleen_US
dc.date.updated2018-06-10T01:58:54Z
dc.description.versionAccepted Manuscripten_US
dc.relation.journalLearning and Instructionen_US
dash.depositing.authorGrotzer, Tina Ann
dc.date.available2016
dc.date.available2018-07-16T16:08:48Z
dc.identifier.doi10.1016/j.learninstruc.2015.09.007*
dash.contributor.affiliatedDede, Christopher
dash.contributor.affiliatedKamarainen, Amy
dash.contributor.affiliatedMetcalf, Shari
dash.contributor.affiliatedGrotzer, Tina


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