<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Reijo Byman</style></author><author><style face="normal" font="default" size="100%">Jari Lavonen</style></author><author><style face="normal" font="default" size="100%">Kalle Juuti</style></author><author><style face="normal" font="default" size="100%">Veijo Meisalo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">motivational orientations</style></keyword><keyword><style  face="normal" font="default" size="100%">multilevel confirmatory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">self-determination theory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419169253.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The first objective of the present study was to test the factorial validity of the inventory designed to measure students’ motivation to study physics in school. Based on self-determination theory (SDT), it was hypothesised that the four factors of External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation account for the covariances among the items of the inventory. It was also expected that gender moderates the factorial validity of the inventory. A sample of 3626 Finnish comprehensive school students was used. A multilevel confirmatory factor analysis (MLCFA) was used to investigate the fit of the hypothesised four-factor model. The second objective of the present study was to investigate different educational correlates of the four motivation factors. Girls had a statistically higher mean score than did boys for all four factors. Otherwise only minor gender differences were found. Implications for physics teaching are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">379-392 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jari Lavonen</style></author><author><style face="normal" font="default" size="100%">Janis Gedrovics</style></author><author><style face="normal" font="default" size="100%">Reijo Byman</style></author><author><style face="normal" font="default" size="100%">Veijo Meisalo</style></author><author><style face="normal" font="default" size="100%">Kalle Juuti</style></author><author><style face="normal" font="default" size="100%">Anna Uitto</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ MOTIVATIONAL ORIENTATIONS AND CAREER CHOICE IN SCIENCE AND TECHNOLOGY: A COMPARATIVE INVESTIGATION IN FINLAND AND LATVIA</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">career choice</style></keyword><keyword><style  face="normal" font="default" size="100%">comparative study</style></keyword><keyword><style  face="normal" font="default" size="100%">motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404719696.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper examines lower secondary school students’ motivational orientations on the characteristics of science and technology occupations. The survey data of 9th grade students were collected in spring 2003, in Finland from 75 schools (3626 students) and in Latvia from 39 schools (1065 students). An exploratory factor analysis was used to describe the students’ orientations towards the characteristics of or activities typical to occupations. The multi-group confirmatory factor analysis was used for the simultaneous analysis of Finnish and Latvian data and the factorial invariance across the two separate data was confirmed. The factors were named: Personally meaningful, Leadership, Craft, Nature, Innovation, and Social orientation. Characteristics related especially to Personally meaningful orientation, and also to Innovation and Social orientations appeared most important for choice of future occupations. Boys, on the average, were much more oriented towards conventional technology than girls, whereas girls had much stronger Personally meaningful, Nature, and Social orientations than boys reflecting traditional role models. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">86-102</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jari Lavonen</style></author><author><style face="normal" font="default" size="100%">Veijo Meisalo</style></author><author><style face="normal" font="default" size="100%">Kalle Juuti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF RESEARCHERS IN THE IMPLEMENTATION OF EDUCATIONAL POLICIES: THE FINNISH LUMA PROGRAMME (1996-2002) AS A CASE STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adoption of educational innovations</style></keyword><keyword><style  face="normal" font="default" size="100%">educational policy</style></keyword><keyword><style  face="normal" font="default" size="100%">in-service training of science teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Finnish LUMA Joint National Action (1996–2002) and related action, organised by the National Board of Education are introduced in general. A number of professional development projects for science teachers have been run through the Department of Applied Sciences of Education at the University of Helsinki in the context of the LUMA programme. Properties that made these projects successful are discussed and compared to previous research on how educational innovations are adopted for general use. 
Based on the official LUMA evaluation and our experiences in the PD-projects, some conclusions may be drawn. It is important that enough time be allocated for co-planning the whole project and each phase of the project. Teachers' beliefs, current practices (teaching or learning methods used), and open questions should be identified and discussed during the goal-setting process of the PD-project. Meetings or training situations should be designed together with the teachers and organised in interesting places, such as factories or other places of work where principles can be demonstrated in a practical way. Moreover, the project itself should be run long-term.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">34-42</style></section></record></records></xml>