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ERIC Number: EJ1142673
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0950-0693
Students' Motivational Beliefs in Science Learning, School Motivational Contexts, and Science Achievement in Taiwan
Wang, Cheng-Lung; Liou, Pey-Yan
International Journal of Science Education, v39 n7 p898-917 2017
Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. In conclusion, this study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the school motivational contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A