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ERIC Number: EJ922700
Record Type: Journal
Publication Date: 2011-Jun
Pages: 27
Abstractor: As Provided
Reference Count: 190
ISBN: N/A
ISSN: ISSN-1381-2890
Influence of Motivation, Self-Beliefs, and Instructional Practices on Science Achievement of Adolescents in Canada
Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.
Social Psychology of Education: An International Journal, v14 n2 p233-259 Jun 2011
This study examined the effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of 13,985 15-year-old students from 431 schools across Canada. Hierarchical linear modeling (HLM) analyses, while controlling for student- and school-level demographic characteristics, revealed the substantial predictive effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of adolescents. Motivational beliefs--self-efficacy and self-concept--and enjoyment of science had substantial positive predictive effects on science achievement. In contrast, general interest in science had a negative predictive effect on science achievement in the context of other variables. Whereas science teaching using hands-on activities had a substantial positive predictive effect on science achievement, science teaching using student investigations had a substantial negative predictive effect in the context of other variables. The final HLM model indicated that only 8% of the variance in science achievement was between schools and 92% of the variance involved students within schools.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada