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School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school
Author(s) -
VedderWeiss Dana,
Fortus David
Publication year - 2013
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21103
Subject(s) - psychology , competence (human resources) , perception , mathematics education , mastery learning , structural equation modeling , student engagement , goal orientation , science education , pedagogy , social psychology , statistics , mathematics , neuroscience
Achievement goal theory distinguishes between mastery goals (the goals of developing competence) and performance goals (the goals of demonstrating competence) [Ames [1992] Journal of Educational Psychology 84: 261–271]. In this study, we employed this theory aiming to better understand why adolescents' motivation to learn science declines with age in many schools yet not in others. We collected survey data from 5 th to 8 th grade Israeli students ( N = 1,614). Utilizing Structural Equation Modeling (SEM) methods, we investigated the relations between students' perceptions of goals emphases in their environment (by parents, peers, teachers, and schools), their own goals orientations and their engagement in science learning in and out of school (classroom and extra‐curricular engagement). In addition, we compared between these relations in traditional and democratic schools and in elementary and middle school grade levels. Findings show that: (A) perceptions of the goals that significant adults (parents and teachers) emphasize were better predictors of students' motivation, in and out of school, than perceptions of the goals that peers and schools emphasize; (B) perceptions of teachers' performance goals emphases negatively predicted classroom engagement; (C) the relative effect of perceived parents' mastery emphasis on extra‐curricular engagement was higher in elementary grades than in middle school grades; (D) the relative effect of perceived school's mastery emphasis was higher in middle school grades than in elementary grades; and (E) students' mastery goals orientation in science class was a strong predictor of their extra‐curricular engagement. Implications for both research and practice are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 952–988, 2013