MOTIVATIONAL PATTERNS OBSERVED IN 6TH-GRADE SCIENCE CLASSROOMS

Drawing on theories of student motivation to learn and conceptual chan ge learning in science, this article describes five patterns of studen t motivation observed in sixth-grade science classrooms: (a) intrinsic ally motivated to learn science; (b) motivated to learn science; (c) i ntrinsically motivated but inconsistent; (d) unmotivated and task avoi dant; and (e) negatively motivated and task resistant. These motivatio nal patterns were related in theoretically predictable ways with the l earning strategies and other behaviors that the students exhibited in the classrooms. The study highlights the value of distinguishing motiv ation to learn from intrinsic motivation, and of distinguishing genera l motivational traits from situation-specific motivational states. The study also highlights the importance of considering subject-matter co ntent in classroom motivation. Implications for motivation research an d classroom practices are discussed.