Understanding Motivational Structures That Differentially Predict Engagement and Achievement in Middle School Science

Autor/inn/en	Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn
Titel	Understanding Motivational Structures That Differentially Predict Engagement and Achievement in Middle School Science
Quelle	In: International Journal of Science Education, 38 (2016) 2, S.192-215 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1136452
Schlagwörter	Middle School Students; Science Instruction; Student Motivation; Science Interests; Science Achievement; Correlation; Self Efficacy; Goal Orientation; Mastery Learning; Models; Learner Engagement; Classroom Techniques; Educational Policy; Surveys; Likert Scales; Factor Analysis; Structural Equation Models; Maximum Likelihood Statistics; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Korrelation; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Analogiemodell; Klassenführung; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Likert-Skala; Faktorenanalyse
Abstract	Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6-8). Data were obtained from middle school students in the United States (N?=?2,094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students' science learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01