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Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

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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.

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  1. Faculty of Education, Queen’s University, Kingston, ON, K7M 5R7, Canada

    Shaljan Areepattamannil, John G. Freeman & Don A. Klinger

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Areepattamannil, S., Freeman, J.G. & Klinger, D.A. Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Soc Psychol Educ 14, 233–259 (2011). https://doi.org/10.1007/s11218-010-9144-9

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