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

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.

Validation and adaptation of the questionnaire on science motivation in the Russian context

“…Numerous studies have highlighted the importance of student motivation in learning. Most research has shown that positive motivation to learn improves students' academic achievement during their school years and is also one of the most important factors for their future success (Riswanto & Aryani, 2017;Van Vo & Csapó, 2021). Studies in educational research have frequently examined students' interests, motivations, and attitudes toward science (Drymiotou et al, 2021;Osborne et al, 2003;Potvin & Hasni, 2014).…”

“…Science motivation affects students' achievementrelated behaviors (Badru & Owodunni, 2021;Liou, 2021;Schumm & Bogner, 2016b;Singh et al, 2002;Wicaksono et al, 2018). Some aspects of motivation are influenced by personal characteristics, while others are influenced by direct and indirect contacts in family, school, and society (Van Vo & Csapó, 2021).…”

Assessing Inductive Reasoning, Scientific Reasoning and Science Motivation

“…Moreover, students are expected to demonstrate these abilities and skills to meet the demands of future jobs. IR and scientific reasoning in the CVS are closely tied to problem-solving and play an important role in learning core school disciplines (e.g., Adey & Csapó, 2012;Chen & Klahr, 1999;Van Vo & Csapó, 2021a, 2021b. Modern society is under ever greater pressure to deal with more information in a shorter amount of time.…”

“…Children's activities in school and family environments have an influence on science motivation (SM) and achievement (Pintrich & Schunk, 2002). For instance, experiences in a school environment (Bathgate & Schunn, 2017;Hernesniemi et al, 2020) and parental involvement in schooling (Fan et al, 2012;Gonzalez-DeHass et al, 2005;Van Vo & Csapó, 2021a) have a positive effect on children's motivation in learning.…”

“…The main factors contributing to individual IR capacity and science motivation are also discussed in this chapter.The findings of development of IR across grade levels had published in the Thinking Skills and Creativity journal, while the results related to an investigation of students' science motivation and its interaction with IR, were accepted as a research article in the European Journal of Psychology of Education(Van Vo & Csapó, 2021a).The findings of the second study are reported in Chapter 5, which showed the developmental curves of IR, SR capacities and SM in students in the 6 th , 8 th , 10 th , and 11 th grades. The developmental curves in IR and SR were simulated across grade cohorts, while the students' SM seems to reduce in the upper grade cohorts.…”