Influence of motivation selfbeliefs and instruc

Authors: Shaljan Areepattamannil John G Freeman Don A Klinger

Publish Date: 2010/11/12

Volume: 14, Issue: 2, Pages: 233-259

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Abstract

This study examined the effects of motivation to learn science science selfbeliefs and science instructional practices on science achievement of 13985 15yearold students from 431 schools across Canada Hierarchical linear modeling HLM analyses while controlling for student and schoollevel demographic characteristics revealed the substantial predictive effects of motivation to learn science science selfbeliefs and science instructional practices on science achievement of adolescents Motivational beliefs—selfefficacy and selfconcept—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 handson 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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