When students take control: investigating the impact of the CREST inquiry-based learning program on self-regulated processes and related motivations in young science students

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

The CREativity in Science and Technology (CREST) scheme, a student-run science project supported by the science, engineering, and technology network, is currently being implemented in schools across the United Kingdom to increase student engagement and motivation in science. The central aim of this research was to explore the influence of CREST participation on students' self-regulated processes and related motivations. This study followed a quasi-experimental design with a control group (n = 34) and a "CREST" group (n = 39) of students between the ages of 11 and 12 years from a Scottish school. Because multiple measures were used, this study also provides a contribution to the literature regarding measurement issues relating to self-regulated learning (SRL) and motivation. Covariance analyses controlling for academic performance in science revealed significant effects for the intervention regarding changes in SRL, test anxiety, and career motivation in science. Delayed posttest results for the experimental group are also presented and discussed.
Original languageEnglish
Pages (from-to)178-196
Number of pages19
JournalJournal of Cognitive Education and Psychology
Volume12
Issue number2
DOIs
Publication statusPublished - Jun 2013

Keywords / Materials (for Non-textual outputs)

  • self-regulation
  • self-regulated learning
  • metacognition
  • motivation
  • science

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