Motivation to learn science: Differences related to gender, class type, and ability

Motivation differences of gender, science class type (biological vs. physic al), and ability level of 242 high school students were investigated. High achievers and physical science students had higher scores than did low achi evers and biological science students on academic goals, valuing science, a nd perceived ability: Boys had higher scores than did girls on perceived ab ility and stereotyped views of science. For only a subset of variables, the se main effects were moderated by class type using achievement-level intera ction. The class type main effect was moderated by gender in only one insta nce. Gender did not interact with achievement level for any variable. Instr uctional implications are discussed.