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Fig. 4 | International Journal of STEM Education

Fig. 4

From: Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses

Fig. 4

An individual student’s SIMS motivation subscale data (top) and calculated SDI values (bottom) over one semester in a college course, demonstrating insights to be gained by implementing longitudinal sampling (left) over pre-post sampling (right), and illustrating the situational-level variation in a learner’s motivation responses. Note the increase in amotivation and decrease in identified regulation and intrinsic motivation between weeks 8 and 11

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