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ERIC Number: EJ905700
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-1305-8223
Motivation to Learn Science and Cognitive Style
Zeyer, Albert
EURASIA Journal of Mathematics, Science & Technology Education, v6 n2 p123-130 2010
This article investigates the relation between cognitive style and motivation to learn science. The concept of cognitive style proposes the interplay of two core psychological dimensions, empathizing and systemizing. The cognitive style is defined as the interplay between the two abilities. We used the so-called EQ score (empathy quotient) and the SQ score (systemizing quotient) to measure the empathizing and the systemizing dimension respectively. The motivation to learn science was measured by the so-called Science Motivation Questionnaire (SMQ), which reflects the operationalization of five basic motivational constructs. We investigated a sample of 44 high school students, 17 to 19 year-old, stratified by their sex and by their science/non-science orientation. Our data showed a highly significant and fairly strong correlation between the motivation to learn science and the systemizing quotient. However, different from what we expected, we found no correlation between the motivation to learn science and the empathy quotient. We also found no difference in the motivation to learn science neither for sex nor for science-orientation. The implications of these findings are discussed, especially in the light of school science and research of science education. (Contains 2 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland