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

Ustun U.

SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, cilt.68, sa.4, ss.824-841, 2024 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 68 Sayı: 4
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/00313831.2023.2229356
  • Dergi Adı: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, Social services abstracts, Sociological abstracts
  • Sayfa Sayıları: ss.824-841
  • Orta Doğu Teknik Üniversitesi Adresli: Hayır

Özet

This study investigates how self-efficacy and motivation predict students' science literacy and career expectations above and beyond their socioeconomic status. A structural equation model built on self-determination theory and self-efficacy was examined using PISA 2015 data from Finland and Japan. The study sample is 5882 and 6647 15-year-old students from Finland and Japan, respectively. The findings show that the model fits the data well in both countries. Intrinsic motivation is the strongest predictor of both science literacy and career expectations, while instrumental motivation predicts only career expectations in Finland and Japan. The findings for self-efficacy, on the other hand, differ across countries. It explains a considerable variance in both outcomes in Finland, whereas it predicts only career expectations with a small effect size in Japan. The findings are discussed from a cultural standpoint, with comparisons to Finland and Japan.