Assessing Students' Motivational Beliefs about Learning Science across Grade Level and Gender

Autor/inn/en	Liou, Pey-Yan; Wang, Cheng-Lung; Lin, John J. H.; Areepattamannil, Shaljan
Titel	Assessing Students' Motivational Beliefs about Learning Science across Grade Level and Gender
Quelle	In: Journal of Experimental Education, 89 (2021) 4, S.605-624 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liou, Pey-Yan) ORCID (Lin, John J. H.) ORCID (Areepattamannil, Shaljan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1721413
Schlagwörter	Student Motivation; Beliefs; Student Attitudes; Science Instruction; Value Judgment; Gender Differences; Age Differences; Instructional Program Divisions; Grade 4; Grade 8; Science Achievement; Foreign Countries; Self Concept; Elementary School Students; Middle School Students; Taiwan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulische Motivation; Belief; Glaube; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Werturteil; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Selbstkonzept; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study investigated whether students' motivational beliefs about learning science (i.e., self-concept in science and intrinsic value of science) varied significantly across grade levels and genders. The study also examined the relations between students' motivational beliefs about learning science and their science achievement by grade level and gender. The data for the study included the Taiwanese samples of students at grades 4 and 8 who took part in the 2011 and 2015 Trends in International Mathematics and Science Study (TIMSS). The results of the independent samples t-tests indicated that mean scores on the science motivational beliefs scales decreased significantly from grade 4 to 8. Boys' science motivational beliefs were significantly stronger than girls' science motivational beliefs in both grades, and the differences in mean scores between boys and girls increased from grade 4 to 8. Moreover, the results of the hierarchical regression analyses suggested that the strengths of the associations between science motivational beliefs and science achievement increased from grade 4 to 8. The relationships between science motivational beliefs and science achievement were significantly weaker for girls than for boys in grade 4. The findings of the study highlight both gender and grade level differences in motivational beliefs about learning science and their relations with science achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01