The Relationship between Family Experiences and Motivation to Learn Science for Different Groups of Grade 9 Students in South Africa

Autor/inn/en	Schulze, Salomé; Lemmer, Eleanor
Titel	The Relationship between Family Experiences and Motivation to Learn Science for Different Groups of Grade 9 Students in South Africa
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 20 (2016) 1, S.15-24 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2015.1122897
Schlagwörter	Family Relationship; Motivation; Science Instruction; Grade 9; Foreign Countries; Secondary School Students; Secondary School Science; Correlation; Family Influence; Science Achievement; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Sekundarschüler; Korrelation; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Worldwide science education is a national priority due to the role played by science performance in economic growth and the supply and quality of the human capital pool in scientific fields. One factor that may impact on the motivation to learn science is family experiences. This study therefore explored the relationship between family experiences and the motivation for science learning among a group of secondary school students in South Africa. A convenience and purposeful sample (N = 380) were used. Criteria for inclusion stipulated that the students were Grade 9 boys and girls from different racial groups in public and private schools. Data on family experiences and motivation for science learning were collected using a structured questionnaire. Hypotheses were tested based on the correlations between the motivation for science learning and family experiences for gender, race, school and school type. Significant correlations were identified between family experiences (the distal and proximal dimensions) and the motivation for science learning for the sample. However, no significant differences were found between different student groups with regard to the above-mentioned correlations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01