{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/2009"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/2009","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Autonomy support in US ninth-grade science classrooms: exploring a self-determination model of motivation using national IES data","abstract":"Using self-determination theory (SDT) as a conceptual framework, this research examines motivation in our nation's science classrooms by conducting a secondary data analysis of the High School Longitudinal Study of 2009 (HSLS:09). The study describes the creation of a valid measure of autonomy support within HSLS:09 and validates critical components of SDT with a nationally representative sample of data. Results indicate males and females do not differ meaningfully on measures of autonomy support, science perceived competence, science interest, or science identity. Autonomy support was a statistically significant predictor of science perceived competence, science interest and science identity, and these relationships were the same for males and females. Among US ninth-graders intending to pursue STEM occupations, 84% are boys and 16% are girls. Science perceived competence and science identity mediated the relationship between science autonomy support and students' intentions to pursue a STEM career. Additionally, science perceived competence and science identity significantly discriminated between students who intended to pursue a STEM occupation and those who did not.","abstract_html":"Using self-determination theory (SDT) as a conceptual framework, this research examines motivation in our nation's science classrooms by conducting a secondary data analysis of the High School Longitudinal Study of 2009 (HSLS:09). The study describes the creation of a valid measure of autonomy support within HSLS:09 and validates critical components of SDT with a nationally representative sample of data. Results indicate males and females do not differ meaningfully on measures of autonomy support, science perceived competence, science interest, or science identity. Autonomy support was a statistically significant predictor of science perceived competence, science interest and science identity, and these relationships were the same for males and females. Among US ninth-graders intending to pursue STEM occupations, 84% are boys and 16% are girls. Science perceived competence and science identity mediated the relationship between science autonomy support and students' intentions to pursue a STEM career. Additionally, science perceived competence and science identity significantly discriminated between students who intended to pursue a STEM occupation and those who did not.","abstract_has_math":false,"creators":["Derriso, Anthony"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dantzler, John A.","Nichols, Sharon E.","Schumacker, Randall E.","Scofield, Jason M."],"advisors":["Robinson, Cecil D."],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014","date_published":"2014","updated_at":"2026-07-27T18:44:16Z","subjects":["Educational psychology","Science education"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001553","Derriso_alatus_0004D_11865"],"render_values":[{"text":"u0015_0000001_0001553","href":null,"code":true},{"text":"Derriso_alatus_0004D_11865","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/2009","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dantzler, John A.","Nichols, Sharon E.","Schumacker, Randall E.","Scofield, Jason M."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Robinson, Cecil D."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Derriso, Anthony"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-01T17:08:33Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-01T17:08:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2014"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational psychology","Science education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001553","Derriso_alatus_0004D_11865"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/2009"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Using self-determination theory (SDT) as a conceptual framework, this research examines motivation in our nation's science classrooms by conducting a secondary data analysis of the High School Longitudinal Study of 2009 (HSLS:09). The study describes the creation of a valid measure of autonomy support within HSLS:09 and validates critical components of SDT with a nationally representative sample of data. Results indicate males and females do not differ meaningfully on measures of autonomy support, science perceived competence, science interest, or science identity. Autonomy support was a statistically significant predictor of science perceived competence, science interest and science identity, and these relationships were the same for males and females. Among US ninth-graders intending to pursue STEM occupations, 84% are boys and 16% are girls. Science perceived competence and science identity mediated the relationship between science autonomy support and students' intentions to pursue a STEM career. Additionally, science perceived competence and science identity significantly discriminated between students who intended to pursue a STEM occupation and those who did not."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Autonomy support in US ninth-grade science classrooms: exploring a self-determination model of motivation using national IES data"]}]}],"canonical_facts":{"dc:contributor":["Dantzler, John A.","Nichols, Sharon E.","Schumacker, Randall E.","Scofield, Jason M."],"dc:contributor.advisor":["Robinson, Cecil D."],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Derriso, Anthony"],"dc:date.accessioned":["2017-03-01T17:08:33Z"],"dc:date.available":["2017-03-01T17:08:33Z"],"dc:date.issued":["2014"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["Using self-determination theory (SDT) as a conceptual framework, this research examines motivation in our nation's science classrooms by conducting a secondary data analysis of the High School Longitudinal Study of 2009 (HSLS:09). The study describes the creation of a valid measure of autonomy support within HSLS:09 and validates critical components of SDT with a nationally representative sample of data. Results indicate males and females do not differ meaningfully on measures of autonomy support, science perceived competence, science interest, or science identity. Autonomy support was a statistically significant predictor of science perceived competence, science interest and science identity, and these relationships were the same for males and females. Among US ninth-graders intending to pursue STEM occupations, 84% are boys and 16% are girls. Science perceived competence and science identity mediated the relationship between science autonomy support and students' intentions to pursue a STEM career. 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