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Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada.
- Source :
- Social Psychology of Education; 2011, Vol. 14 Issue 2, p233-259, 27p, 3 Charts
- Publication Year :
- 2011
-
Abstract
- This study examined the effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of 13,985 15-year-old students from 431 schools across Canada. Hierarchical linear modeling (HLM) analyses, while controlling for student- and school-level demographic characteristics, revealed the substantial predictive effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of adolescents. Motivational beliefs-self-efficacy and self-concept-and enjoyment of science had substantial positive predictive effects on science achievement. In contrast, general interest in science had a negative predictive effect on science achievement in the context of other variables. Whereas science teaching using hands-on activities had a substantial positive predictive effect on science achievement, science teaching using student investigations had a substantial negative predictive effect in the context of other variables. The final HLM model indicated that only 8% of the variance in science achievement was between schools and 92% of the variance involved students within schools. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13812890
- Volume :
- 14
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Social Psychology of Education
- Publication Type :
- Academic Journal
- Accession number :
- 60133054
- Full Text :
- https://doi.org/10.1007/s11218-010-9144-9