Motivational Pathways towards Academic Achievement in Physics & Chemistry: A Comparison between Students Who Opt Out and Those Who Persist

Autor/inn/en	Ardura, Diego; Pérez-Bitrián, Alberto
Titel	Motivational Pathways towards Academic Achievement in Physics & Chemistry: A Comparison between Students Who Opt Out and Those Who Persist
Quelle	In: Chemistry Education Research and Practice, 20 (2019) 3, S.618-632 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardura, Diego) ORCID (Pérez-Bitrián, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c9rp00073a
Schlagwörter	Science Achievement; Student Motivation; Physics; Chemistry; Secondary School Students; Foreign Countries; Academic Persistence; Self Efficacy; Predictor Variables; Grades (Scholastic); Self Determination; Gender Differences; Spain + Suchen Sie Ihr Suchwort? Schulische Motivation; Physik; Chemie; Sekundarschüler; Ausland; Self-efficacy; Selbstwirksamkeit; Prädiktor; Notenspiegel; Selbstbestimmung; Geschlechterkonflikt; Spanien
Abstract	The main goal of the present investigation was to analyze the effect of motivation towards physics & chemistry on achievement in secondary school students. We focused our interest on the comparison between students who chose the subject when becoming optional in the Spanish educational system and those who opted out. Our analyses uncovered the existence of three different motivational profiles towards achievement in physics & chemistry, depending on the students' decisions to persist or to leave. Regardless of their choice, self-efficacy played a key role, not only as a direct predictor of academic achievement but also as a facilitator of the indirect effects of other motivational variables on academic performance. However, our models showed that, for students who opt out physics and chemistry, grade motivation and self-determination are more important predictors of performance than for those who choose the subject. Gender effects and educational implications are also addressed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01