Uncovering Young Children's Motivational Beliefs about Learning Science

Autor/inn/en	Oppermann, Elisa; Brunner, Martin; Eccles, Jacquelynne S.; Anders, Yvonne
Titel	Uncovering Young Children's Motivational Beliefs about Learning Science
Quelle	In: Journal of Research in Science Teaching, 55 (2018) 3, S.399-421 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oppermann, Elisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21424
Schlagwörter	Young Children; Student Motivation; Beliefs; Science Education; Test Construction; Test Validity; Test Reliability; Self Esteem; Age Differences; Gender Differences; Preschool Children; Foreign Countries; Student Surveys; Germany + Suchen Sie Ihr Suchwort? Frühe Kindheit; Schulische Motivation; Belief; Glaube; Naturwissenschaftliche Bildung; Testaufbau; Testvalidität; Testreliabilität; Self-esteem; Selbstaufmerksamkeit; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Schülerbefragung; Deutschland
Abstract	Young children, ages 5-6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two-part study explores the motivational beliefs of young children using a new measure--the Young Children's Science Motivation (Y-CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5-6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self-confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01