Relationships among affective factors and preferred engagement in science-related activities

Abstract

This study investigated how affective factors impact participation in science learning using structural equation modeling. Using a dataset from Taiwan, a model was obtained that showed the relationships among science-related interest, enjoyment, self-efficacy, self-concept, competency, leisure time engagement, and future interest in science. The paths relating to engagement and future interest were much stronger for interest and enjoyment than for self-efficacy and self-concept. There was no significant path between science competency and future science interest or engagement. The results suggest that the affective and cognitive pathways to scientific competency are divergent and that they might be differentially activated by different contexts and activities. This indicates that school science educators might wish to reconsider the merit of overemphasizing achievement in comparison to interest. Finally, the results suggest that the development of science competency per se may not be the best way to ensure public engagement and understanding of science.

Improving Students' PISA Scientific Competencies Through Online Argumentation

“…In particular, the gaps between the scores for the competence 'identifying scientific issues' and those of two others have been suggested as a cause for concern (Lin, 2008). Such performances are related to complex factors such as students' self-concepts (Areepattamannil & Kaur, 2013;Lin, Lawrenz, Lin, & Hong, 2013), interest (Areepattamannil & Kaur, 2013;Lin et al, 2013;Renninger, Ewen, & Lasher, 2002), and family values (Ho, 2010;Huntsinger, Jose, Larson, Krieg, & Shaligram, 2000). Statements to the effect that international evaluation results such as those of the PISA are due to education performances are controversial (Wang & Lin, 2005).…”

University Programme Preferences of High School Science Students in Singapore and Reasons that Matter in their Preferences: A Rasch analysis

“…It is still perceived to be important by these students, though it may not be considered as the first choice to pursue at the university. A recent study in Korea, however, suggests that interest in science at the secondary level does not necessarily equate to a measure of students' science learning in class (Lin, Lawrenz, Lin, & Hong, 2013). Thirdly, the three most important reasons influencing programme choice are interest, ability, and career aspiration.…”

An analysis of the relationships between Taiwanese eighth and fourth graders’ motivational beliefs and science achievement in TIMSS 2011

“…In the field of science education, many studies based on ILSAs have also examined such relationships. For instance, Ainley andAinley (2011), Jack et al (2014) and Lin et al (2012) utilized PISA 2006 data, for which the main assessed domain is science. In terms of the use of TIMSS data, while Lay et al (2015), Liou (2014a) and Tasi et al (2014) have utilized TIMSS 2007 data to investigate students' motivational beliefs in science learning and achievement, the updated TIMSS 2011 data has not yet been fully examined.…”