Influence of Career Motivation on Science Learning in Korean High-School Students

Abstract

Motivation to learn is an essential element in science learning. In this study, the role of career motivation in science learning was examined. In particular, first, a science motivation model that focused on career motivation was tested. Second, the role of career motivation as a predictor of STEM track choice was examined. Third, the effect of gender and academic year on science motivation was explored. The participants of the study were 626 highschool students. We used the Rasch analysis, structural equation modeling, logistic regression, MANOVA for the statistical analyses. It was found that career motivation has direct influences on several motivational factors in science learning, such as grade motivation, need for learning, self-determination, and self-efficacy. Moreover, career motivation was found to be a predictor of students' STEM track choice. Finally, there were substantial differences in science motivation across gender and academic years. Generally, females and students in higher academic years exhibited a lower level of science motivation. Female students especially showed a low level of career motivation. The findings suggest that it is important to facilitate students' career motivations to improve their science motivation and promote long-term scientific achievement.

Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia

“…There was a big gender gap in the level of STEM career motivation in Korea in this study. This finding is consistent with the results of previous studies showing that Korean female students do not aspire or intend to have a science career as much as male students do (Shin et al, 2017). At the same time, Korean female high-school students showed much less overall STEM career motivation than middle-school students.…”

“…This paradoxical phenomenon has so far been studied mainly in terms of cultural context, such as Confucianism and collectivism, which are common value systems in East Asia. One reason for such a paradoxical situation is that a Confucian culture highly emphasizes the role of education in society; parents have a passion for their children's education in collectivist cultures (Lee, Rojewski, & Hill, 2013;Shin, Ha, & Lee, 2017). In addition, a ''big fish little pond effect'' model, in which students who have shown high average achievement tend to have a low self-concept because of social comparison or pressure, has been suggested as a plausible reason for East Asian students' low self-concept for math and science (Liou, 2014;Marsh et al, 2008).…”

“…According to a previous study, many Korean high-school students are known to have difficulties in career development because of the psychological pressure of preparing for competitive university entrance exams and a lack of time for career development (Lee et al, 2013;Shin et al, 2017). Within such a competitive educational environment, the overall motivation for a STEM career may decline during the high-school years.…”

Hands-on science for recently immigrated students: possibilities for language acquisition and motivation for science

“…By noticing relevance, students might be more encouraged to participate and as a result, profit from the lessons with the added bonus of language acquisition. Shin, Lee and Ha (2017) examined the influence of career motivation on science learning and found that it has a direct influence on several motivational factors such as self-determination and self-efficacy. Another personal impact factor is described by participant 2.…”

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

“…The principles of cooperative learning that are applied in small groups (Bellanca et al, 2010;Slavin, 2014), provide more space for students to take on the role and work together as a learner (Cetindamar & Hopkins, 2008;Jasti et al, 2014). Social interactions that occur in learning activities affect how students master the material (Pang, Lau, Seah, Cheong, & Low, 2018;Shin, Lee, & Ha, 2017). Some researchers believe that cooperative attitudes can grow with a pattern of habituation in the learning process (Scott, 2015;Triyanto, 2018).…”