Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan
Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory...
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| Veröffentlicht in: | International journal of science education 2017-05, Vol.39 (7), p.898-917 |
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| container_title | International journal of science education |
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| creator | Wang, Cheng-Lung Liou, Pey-Yan |
| description | Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. In conclusion, this study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the school motivational contexts. |
| doi_str_mv | 10.1080/09500693.2017.1310410 |
| format | Article |
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Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. 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Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. 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Liou, Pey-Yan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-1b778eca9efcc730d75e1f79d2573dc4fe2c113c35c0d12e773d81bcf06dc5a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic achievement</topic><topic>Achievement Need</topic><topic>Achievement Tests</topic><topic>Adolescents</topic><topic>Beliefs</topic><topic>Context Effect</topic><topic>Contextual effects</topic><topic>Educational psychology</topic><topic>Elementary Secondary Education</topic><topic>Foreign Countries</topic><topic>Grade 8</topic><topic>Hierarchical Linear Modeling</topic><topic>Hierarchical linear modelling</topic><topic>High Achievement</topic><topic>International Assessment</topic><topic>Learning</topic><topic>Linear analysis</topic><topic>Mathematics</topic><topic>Mathematics Achievement</topic><topic>Mathematics Tests</topic><topic>Middle school students</topic><topic>Motivation</topic><topic>Motivation theory</topic><topic>motivational beliefs</topic><topic>Predictor Variables</topic><topic>Science Achievement</topic><topic>Science Education</topic><topic>Science Instruction</topic><topic>Science Tests</topic><topic>Secondary school students</topic><topic>Self Concept</topic><topic>Student Motivation</topic><topic>Student Records</topic><topic>TIMSS</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wang, Cheng-Lung</creatorcontrib><creatorcontrib>Liou, Pey-Yan</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>International journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wang, Cheng-Lung</au><au>Liou, Pey-Yan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1142673</ericid><atitle>Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan</atitle><jtitle>International journal of science education</jtitle><date>2017-05-03</date><risdate>2017</risdate><volume>39</volume><issue>7</issue><spage>898</spage><epage>917</epage><pages>898-917</pages><issn>0950-0693</issn><eissn>1464-5289</eissn><abstract>Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. In conclusion, this study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the school motivational contexts.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/09500693.2017.1310410</doi><tpages>20</tpages></addata></record> |
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| subjects | Academic achievement Achievement Need Achievement Tests Adolescents Beliefs Context Effect Contextual effects Educational psychology Elementary Secondary Education Foreign Countries Grade 8 Hierarchical Linear Modeling Hierarchical linear modelling High Achievement International Assessment Learning Linear analysis Mathematics Mathematics Achievement Mathematics Tests Middle school students Motivation Motivation theory motivational beliefs Predictor Variables Science Achievement Science Education Science Instruction Science Tests Secondary school students Self Concept Student Motivation Student Records TIMSS |
| title | Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan |
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