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Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation

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A Correction to this article was published on 25 September 2021

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Abstract

The purpose of this study is to explore students’ motivation towards science learning at different grade levels and to investigate whether inductive reasoning can contribute to an explanation of science motivation. The study conducted a cross-sectional assessment in six public schools in Vietnam with a total population of 813 students from the 5th, 7th, 9th, 10th and 11th grades. Students completed instruments in either paper-and-pencil or online administration modes. An adapted science motivation questionnaire comprised five subscales for self-efficacy, active learning strategies, science learning value, achievement goals and learning environment stimulation. An inductive reasoning test consisted of four subtests: figure series completion, figure analogies, number analogies and number series completion. The results of confirmatory factor analyses and Rasch model measurement showed that the instruments were adequate fit models, both the science motivation questionnaire (RMSEA=.054, CFI=.919, SRMR=.055) and inductive reasoning test (RMSEA=.038, CFI=.902, SRMR=.044). We found that students’ scores gradually fell grade by grade in science motivation throughout the grade cohorts. Particularly, students’ motivation dropped noticeably on the self-efficacy and active learning strategies subscales. No gender difference was found between males and females in science motivation. Although a positive correlation was observed between inductive reasoning and motivation across grade levels, multi-model Bayesian inference suggested that other factors, such as age, science performance and parental involvement, were better predictors of students’ science motivation. Furthermore, a path analysis showed that inductive reasoning has an indirect effect on science motivation through a science performance variable. The implications for enhancing science motivation are also discussed.

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Acknowledgements

The first author of this article is a recipient of the Hungarian government’s Stipendium Hungaricum Scholarship in collaboration with the Vietnamese government. The authors would like to thank two reviewers for their helpful suggestions.

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Authors and Affiliations

  1. Doctoral School of Education, University of Szeged, 32-34. Petőfi S. sgt, Szeged, H-6722, Hungary

    De Van Vo

  2. An Giang University - VNUHCM, 18 Ung Van Khiem, Long Xuyen, An Giang, Vietnam

    De Van Vo

  3. Institute of Education, University of Szeged, 32-34. Petőfi S. sgt, Szeged, H-6722, Hungary

    Benő Csapó

  4. MTA-SZTE Research Group on the Development of Competencies, Szeged, Hungary

    Benő Csapó

Authors
  1. De Van Vo
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  2. Benő Csapó
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Correspondence to De Van Vo.

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De Van Vo. Doctoral School of Education, University of Szeged, 32-34. Petőfi S. sgt., Szeged H-6722, Hungary; An Giang University - Vietnam Nation University Ho Chi Minh City, 18 Ung Van Khiem St, Dong Xuyen Ward, Long Xuyen City, An Giang Province, Vietnam. E-mail: vo.de.van@edu.u-szeged.hu. ORCID: 0000-0002-8515-0221.

Current themes of research:

Inductive reasoning. Scientific reasoning. Problem solving.

Most relevant publications in the field of Psychology of Education:

Vo, D.V., & Csapó, B. (2020). Development of inductive reasoning in students across school grade levels. Thinking Skills and Creativity, 37(2020), 100699. https://doi.org/10.1016/j.tsc.2020.100699

Benő Csapó. Institute of Education, University of Szeged, 32-34. Petőfi S. sgt., Szeged H-6722, Hungary; MTA-SZTE Research Group on the Development of Competencies, Szeged, Hungary. E-mail: csapo@edpsy.u-szeged.hu. ORCID: 0000-0001-7550-6354.

Current themes of research:

Cognition. Cognitive development. Structure and organization of knowledge. Longitudinal studies. Educational evaluation. Technology-based assessment.

Most relevant publications in the field of Psychology of Education:

Csapó, B., & Molnár, G. (2019). Online diagnostic assessment in support of personalized teaching and learning: The eDia System. Frontiers in Psychology, 10:1522. https://doi.org/10.3389/fpsyg.2019.01522

Molnár, G., & Csapó, B. (2019). Making the psychological dimension of learning visible: Using technology-based assessment to monitor students' cognitive development. Frontiers in Psychology, 10:1368. https://doi.org/10.3389/fpsyg.2019.01368

Csapó, B., Molnár, G., & Nagy, J. (2014). Computer-based assessment of school readiness and early reasoning. Journal of Educational Psychology, 106(2). 639-650. https://doi.org/10.1037/a0035756

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Van Vo, D., Csapó, B. Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation. Eur J Psychol Educ 37, 807–829 (2022). https://doi.org/10.1007/s10212-021-00568-8

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  • DOI: https://doi.org/10.1007/s10212-021-00568-8

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