The book reviews and examines students’ motivations and emotions in Chinese science classrooms.
By adopting different approaches such as content analysis, factor analysis, path analysis, and latent profile analysis, the author analyzes the content of literature, curriculum standards and textbooks, classroom observations, survey data, interview data, and open-ended responses from students and teachers through a literature review and six empirical studies. The findings may provide insights for education researchers and practitioners seeking to improve science teachers’ pedagogical practices and create friendlier classroom environments.
Researchers of science education or those who are interested in investigating students’ affective perceptions in specific subject contexts will find this book interesting.