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תאריך ושעה: 10 מרץ 2025 שעה: 14:30
הורמונים והמוטיבציה של מתבגרים ללמוד מדעים
Abstract: The decline in students' motivation to learn science during adolescence is a widespread phenomenon documented across many countries. While social and educational factors affecting this decline are well-studied, the role of pubertal physiological changes remains unexplored. Here we show that changes in dehydroepiandrosterone sulfate (DHEA-S) and testosterone levels correlate with shifts in students' science learning motivation, particularly during elementary school. Our study of elementary and junior high school students reveals that higher levels of these hormones associate with lower overall motivation in science during elementary years, primarily affecting personal motivation and perceived parental emphasis. This relationship becomes less pronounced in junior high school, suggesting a critical window for hormone-sensitive motivational changes in early adolescence. These findings bridge endocrinology and education research, demonstrating how biological development influences academic motivation during puberty. Our research provides a new framework for understanding the complex interplay between physiological changes and educational outcomes, suggesting the need for developmentally-informed approaches to maintaining students' engagement with science.