Perceived Social Relationships and Science Learning Outcomes for Taiwanese Eighth Graders: Structural Equation Modeling With a Complex Sampling Consideration

Jen, Tsung Hau; Lee, Che Di; Chien, Chin-Lung; Hsu, Ying Shao; Chen, Kuan-Ming

doi:10.1007/s10763-012-9355-y

Cited by 17 publications

(6 citation statements)

References 28 publications

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“…Other studies have found that interest in science or math was positively associated with prior performance (i.e., mastery experience) and negatively associated with science and math anxiety among elementary school students and middle school students in Taiwan (Chiu, 2012; Jen, Lee, Chien, Hsu, & Chen, 2012). Interest was also positively correlated with outcome expectations and prior performance and negatively correlated with math anxiety in a sample of Singaporean pretertiary school students (average age = 17.8 years; Lim & Chapman, 2013).…”

Section: Empirical Status Of International Scct Researchmentioning

confidence: 97%

SCCT Research in the International Context

Sheu

Bordon

2016

Journal of Career Assessment

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Since its introduction in 1994, social cognitive career theory (SCCT) has attracted attention from researchers and practitioners in the United States and other countries. This article provides a review of selected research performed outside the United States regarding SCCT's interest, choice, performance, and satisfaction models. Results of a database search identified 37 studies, which contained 41 independent samples from 21 countries and were published in the English language. The majority of these studies were conducted in Asian (e.g., China and Taiwan) and European (e.g., Portugal, Germany, and Italy) countries and tested the interest/choice and satisfaction models in adolescent and college student samples who were enrolled in courses or majors related to the field of science, technology, engineering, and mathematics (STEM; or Holland's Investigative and Realistic themes). Existing international SCCT research offers robust evidence for the mediating role of selfefficacy, but less consistent support for that of outcome expectations, in the relations of proximal contextual factors to outcomes of interest, choice goals or goal progress, and academic or job satisfaction. Additionally, this review provides preliminary evidence for mastery experience and physiological state as two key sources of efficacy beliefs and for the effects of personality traits (e.g., positive affect and emotional stability) on academic or job satisfaction. Results of a recent metaanalysis are also summarized to offer an empirical synthesis of international SCCT research testing the choice model. Based on this review, directions for future international SCCT research are highlighted, and suggestions for career counseling are discussed.

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Section: Empirical Status Of International Scct Researchmentioning

confidence: 97%

SCCT Research in the International Context

Sheu

Bordon

2016

Journal of Career Assessment

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“…A positive relationship has been observed in several countries between enjoyment and scientific achievement (Areepattamannil et al, 2011;Jen et al, 2013;Lam & Lau, 2014;Lavonen & Laaksonen, 2009;Ng et al, 2012;Tighezza, 2014;Tsai & Yang, 2015), even though enjoyment has also been negatively related to science achievement in Middle Eastern and North African countries (Bouhlila, 2011).…”

Section: Enjoymentmentioning

confidence: 99%

Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

et al. 2021

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Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self‐efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self‐report questionnaire completed by 871 preservice elementary teachers and analyzed using the structural equation model (SEM) methodology. The first step determined the adequacy of the measurement model and, in the second step, SEM showed that the variables associated with motivation for science learning significantly predicted the variance of boredom and enjoyment as 27% and 52%, respectively. The variables associated with motivation for science learning and emotions explained 67% of the variance in science learning engagement. Relevance to personal goals and self‐efficacy in science learning predicted the emotional variables. Emotional variables mediated the impact of motivational variables in science‐learning engagement. The fundamental role of emotions in motivation and science‐learning engagement in preservice elementary teachers is observed.

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“…Thus, understanding how children may learn science and the different ways individuals learn is important in the context of all research questions. This is important because learner's can receive a variety of science instruction and these experiences can lead to certain beliefs regarding the nature of science itself and their perceived ability of science (Grabau and Ma, 2017;Hampden-Thompson and Bennett, 2013;Jen et al, 2013).…”

Section: Learning Sciencementioning

confidence: 99%

“…In England, Braund (2009) concurs and concludes that enjoyment of a subject does have an effect on attainment, which could potentially influence future course uptake beyond compulsory school age. According to Jen et al, (2013) and Hampden- Thompson & Bennett (2013) the factors which may affect enjoyment directly link to the positive relationship between a teacher and their students, and the type of science instruction; for example, lots of interactive 'hands-on' activities. This theme reviews many ideas regarding the benefits of engaging with science outreach programmes, which links to motivational theories outlined in section 2.1…”

Section: The Positive Impact U Pon Motivation and L Earning In Sciencementioning

confidence: 99%

Devising a Unique Model for Science Outreach Programmes With Critical Engagement From Teachers Across the 5-19 Age Range

Brennan¹,

Mallaburn²,

Seton³

2019

EDULEARN Proceedings

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This thesis utilises teachers' reflections regarding their experiences of science outreach activities, they have encountered and identify features of these programmes that attracts schools to engage (or not engage) with these extra-curricular events. This is useful as science outreach work is considered a fun and satisfying venture which can enhance the learning experience, spark scientific interest in learners which can promote further engagement within the subject (Shanahan et al, 2011). Teachers are also an important group to focus upon within this field, as teachers are gatekeepers to these experiences.However, wider research warns that there is little evidence to suggest whether these types of activities achieve their overarching goal; to encourage people to enter and persist within science careers (Banerjee, 2018;Bogue et al, 2013; Van De Hurk et al, 2019). Therefore, this PhD aims to further explore which type of outreach activities participants believe to be the most successful in enthusing learners in science, to provide recommendations as to the future designs of these programmes.To do so, this PhD was divided into two Phases and collected data from participants across all formal educational levels (eg. from primary to college in the context of England). Phase One involved conducting questionnaires (n=52) and interviews (n=8) and generated both quantitative and qualitative data. Standard statistical analysis was used to determine who participants felt that science outreach should be aimed at and thematic analysis (Braun and Clarke, 2006) of the qualitative data provided a more detailed understanding of what teacher's expectations are with regards to these programmes. Data revealed that despite wider research stating that children formed interests at a young age (Oppermann et al, 2018), participants felt that outreach was more important at higher educational levels. Participants did however agree that it was of equal important for both genders and those from a lower socio-economic background. Responses from the openquestions and interviews also revealed that although teachers value these types of activities to assist with the formal science curriculum, barriers such as time and cost may limit their engagement with these programmes. These findings, along with more focused wider literature, were then used to develop a preliminary model for the 'optimum' delivery of science outreach activities.Phase Two was designed to further refine the proposed model using principles of Modified Grounded Theory via conducting focus groups (n=4). As part of these focus groups participants were also specifically asked which aspects of the model would be most beneficial for those learning from lower socio-economic backgrounds. Findings from this ~ iii ~ phase of the PhD study indicated that the key to effective outreach work in science is to ensure that clear objectives are defined at the start of the design process to ensure that all key stakeholders such as teachers, parents and learners are included. It is anticipated tha...

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Perceived Social Relationships and Science Learning Outcomes for Taiwanese Eighth Graders: Structural Equation Modeling With a Complex Sampling Consideration

Cited by 17 publications

References 28 publications

SCCT Research in the International Context

SCCT Research in the International Context

Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

Devising a Unique Model for Science Outreach Programmes With Critical Engagement From Teachers Across the 5-19 Age Range

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