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ERIC Number: EJ781347
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: Author
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0256-2928
A Motivational Model of Persistence in Science Education: A Self-Determination Theory Approach
Lavigne, Genevieve L.; Vallerand, Robert J.; Miquelon, Paule
European Journal of Psychology of Education, v22 n3 p351-369 2007
The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers' support of students' autonomy positively influences students' self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students' self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area. (Contains 4 figures and 5 tables.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A