Predicting Science Engagement with Motivation and Teacher Characteristics: a Multilevel Investigation

Kiran D., SUNGUR S., Yerdelen S.

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, cilt.17, sa.1, ss.67-88, 2019 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 17 Sayı: 1
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1007/s10763-018-9882-2
  • Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.67-88
  • Anahtar Kelimeler: Engagement, Instructional goals, Science education, Self-efficacy, Teacher motivation, PERCEIVED ACADEMIC COMPETENCE, CLASSROOM GOAL STRUCTURE, MIDDLE SCHOOL STUDENTS, SELF-EFFICACY BELIEFS, ACHIEVEMENT GOALS, JOB-SATISFACTION, COGNITIVE ENGAGEMENT, LEARNING-ENVIRONMENT, PERCEPTIONS, BEHAVIOR
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

The purpose of this study was to investigate the student and teacher-level predictors of Turkish middle school students' engagement in science classes. Students' engagement was examined in terms of agentic, behavioral, cognitive, and emotional engagement. The participants of the study were 134 Turkish science teachers and their 3394 grade 7 students. Separate multilevel models were specified for each dimension of students' science engagement. Results of the HLM analyses indicated that dimensions of students' science engagement were significantly predicted mostly by the student-level variables including science self-efficacy, mastery approach and avoidance goals, and performance approach goals. Teacher-level variables were influential only on the cognitive and emotional engagement. There were also cross-level interactions in predicting science engagement. Results were discussed in the light of related literature.