Motivation’s role in students’ science literacy and career expectations скачать в хорошем качестве

Motivation’s role in students’ science literacy and career expectations

This video was created using NotebookLM to summarize my research article, “Motivation's role in students' science literacy and career expectations,” published in the Scandinavian Journal of Educational Research. This study investigates how self-efficacy and different types of motivation predict students’ science literacy and career aspirations, after accounting for socioeconomic status. The research uses a structural equation model built on Self-Determination Theory (SDT) and analyzes PISA 2015 data from 5,882 students in Finland and 6,647 students in Japan. Key Findings: • Intrinsic Motivation (learning for inherent interest and enjoyment) was the strongest predictor of both science literacy and career expectations in both countries. • Instrumental Motivation (learning science for a future job or study goal) predicted only career expectations, but not science literacy. • Self-Efficacy (a student's belief in their ability) showed significant cultural differences. It predicted both science literacy and career expectations in Finland, but in Japan, it had a negligible direct effect on science literacy. These results highlight the crucial role of fostering intrinsic motivation in science education and suggest that the impact of self-efficacy on achievement can be culture dependent. Read the full paper: Ustun, U. (2024). Motivation's role in students' science literacy and career expectations. Scandinavian Journal of Educational Research, 68(4), 824-841. DOI: https://doi.org/10.1080/00313831.2023.2229356