Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: An activity-based perspective

Journal article › Research › Peer reviewed

Publication data

ByLars Höft, Sascha Bernholt
Original languageEnglish
Published inInternational Journal of Science Education, 41(5)
Pages607-627
Editor (Publisher)Taylor and Francis Ltd.
ISSN0950-0693, 1464-5289
DOI/Linkhttps://doi.org/10.1080/09500693.2019.1571650
Publication statusPublished – 03.2019
Keywordscross-lagged effects, conceptual understanding, Interest, achievement, chemistry, longitudinal, school science activities, RIASEC+N, upper-secondary

DOI

https://doi.org/10.1080/09500693.2019.1571650

Final published version

cross-lagged effectsconceptual understandingInterestachievementchemistrylongitudinalschool science activitiesRIASEC+Nupper-secondary