Young Children's Motivational Beliefs about Learning Science

Autor/inn/en	Mantzicopoulos, Panayota; Patrick, Helen; Samarapungavan, Ala
Titel	Young Children's Motivational Beliefs about Learning Science
Quelle	In: Early Childhood Research Quarterly, 23 (2008) 3, S.378-394 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2008.04.001
Schlagwörter	Science Achievement; Science Interests; Young Children; Factor Analysis; Kindergarten; Scientific Literacy; Gender Differences; Student Motivation; Science Instruction; Public Schools; Student Attitudes + Suchen Sie Ihr Suchwort? Frühe Kindheit; Faktorenanalyse; Geschlechterkonflikt; Schulische Motivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Public school; Öffentliche Schule; Schülerverhalten
Abstract	For learning science, motivational beliefs such as confidence in one's science abilities and liking of science are associated with current and future science achievement, as well as continued interest in science classes and careers. However, there are currently no measures to test young children's motivational beliefs related to science learning. To meet this need, we developed the Puppet Interview Scales of Competence in and Enjoyment of Science (PISCES). We piloted PISCES with 113 kindergarten children in public schools participating in the Scientific Literacy Project (SLP). Factor analysis supported the multidimensional structure of young children's self-related beliefs about learning science. PISCES scales measured Science Liking, Science Competence, and Ease of Science Learning. Correlations among PISCES scales and achievement subtests provided evidence of PISCES's validity. Children's motivational beliefs varied as a function of length of time spent learning science, with competence beliefs associated positively with science experience. There were no gender differences. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10