ERIC Number: EJ922700
Record Type: Journal
Publication Date: 2011-Jun
Abstractor: As Provided
Reference Count: 190
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.
Descriptors: Student Motivation, Self Efficacy, Science Achievement, Science Interests, Learning Motivation, Adolescents, Foreign Countries, Teaching Methods, Student Attitudes, Secondary School Students, Prediction, Science Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Canada