Achievement Emotions of Boys and Girls in Physics Instruction: Does a Portfolio Make a Difference?

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F13%3A00075427" target="_blank" >RIV/00216224:14410/13:00075427 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Result language
angličtina
Original language name
Achievement Emotions of Boys and Girls in Physics Instruction: Does a Portfolio Make a Difference?
Original language description
It is well documented in educational research that instruction in science, including Physics, is connected with rather negative emotions of students. It becomes especially apparent when considering the gender differences. Therefore, an important questionis whether and how achievement emotions of boys and girls in Physics may be positively influenced. The aim of this study is to analyze firstly the differences regarding positive and negative emotions of boys and girls in Physics instruction. Secondly, aquasi-experimental intervention study has been carried out to test whether and how girls? and boys? emotions may be influenced by the application of a portfolio approach in Physics instruction. Covariance and multivariate analyses were carried out to test the hypothesized effects of the intervention. The Physics instruction focused on the topic of electricity.
Czech name
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Czech description
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Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Project
<a href="/en/project/EE2.3.30.0009" target="_blank" >EE2.3.30.0009: Employment of Newly Graduated Doctors of Science for Scientific Excellence</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2013
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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