Comparing Slovenian year 8 and year 9 elementary school pupils’ knowledge of electrolyte chemistry and their intrinsic motivation

Devetak, Iztok; Lorber, Erna Drofenik; Juriševič, Mojca; Glažar, Saša A.

doi:10.1039/b920833j

Cited by 31 publications

(21 citation statements)

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“…These results are supported by this study, demonstrating not a strong but a negative relationship between students' amotivations levels and perceived academic achievement as it is expected. This finding was similar with the study of Jurisevic et al (2008), the results of which were related to the level of the pre-service primary school teachers' intrinsic motivation for learning science. The correlation between the level of motivation and the knowledge test results is not strong; nevertheless, it is statistically significant (Jurisevic et al, 2008).…”

Section: Discussionsupporting

confidence: 90%

“…This finding was similar with the study of Jurisevic et al (2008), the results of which were related to the level of the pre-service primary school teachers' intrinsic motivation for learning science. The correlation between the level of motivation and the knowledge test results is not strong; nevertheless, it is statistically significant (Jurisevic et al, 2008). On the other hand, Renchler (1992) examined academic achievement and motivation among American high-school students, who had A averages, and the results indicated that their level of motivation was not particularly high.…”

Section: Discussionsupporting

confidence: 90%

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Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

ÜNAL-KARAGÜVEN

2015

Journal of Education and Training Studies

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Academic motivation and test anxiety have been still adduced for low performance of students by educators. To know the factors that have an effect on students' academic motivation and test anxiety levels can be helpful to improve students' academic performance. The aim of this study was to investigate the effects of demographic variables and communal mastery as predictors of academic motivation and test anxiety levels based on the self-determination theory. Study group consisted of 336 Turkish high-school students. Academic Motivation Scale, Test Anxiety Inventory, Communal Mastery Scale and a questionnaire were used (n=64). Multiple correlation analyses and hierarchical multiple regression were used to predict variables' effects on academic motivation and test anxiety. Results were discussed in terms of self-determination theory. Correlation analyses partly confirmed and partly disconfirmed study's hypotheses. Communal mastery was positively associated, with perceived academic achievement while test anxiety and amotivation were negatively associated with perceived academic achievement. Gender, school type, parents' education levels, having siblings, having a computer and communal mastery were partly negatively and partly positively associated with academic motivation and test anxiety. Perceived academic achievement was negatively associated with test anxiety and amotivation. Multi levels analyses results showed that demographic factors and communal mastery were significant predictors of high-school students' academic motivation and test anxiety levels.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 90%

Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

ÜNAL-KARAGÜVEN

2015

Journal of Education and Training Studies

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“…Ten of these reported connections (and sometimes significant correlations) between I/M/A and performance [147;157;176] or a few with self-concepts [28;40]. However, a small number of studies reported no connection between S&T achievement and perceived satisfaction [144] or 'internal motivation' [56]. Also, students selected to attend high-performing schools did not necessarily appear to have more interest in leisure activities in S&T [192].…”

Section: School-related Variablesmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

521

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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“…The students' inability to represent chemical phenomena at the sub-microscopic level can inhibit the ability to solve chemistry problems related to both macroscopic and symbolic phenomena (Chandrasegaran, Treagust, & Mocerino, 2007) ;Kozma, (2003). Other hand, the students were found difficulties in understanding the macroscopic representation into sub-microscopic and symbolic representations (Devetak, 2009;Davidowitz, et al, 2010). The difficulties faced by the students on the chemistry learning found when they combining the three level of chemical representations (Johnstone, 2000).…”

Section: Introductionmentioning

confidence: 99%

A Test of Analytical Thinking and Chemical Representation Ability on 'Rate of Reaction' Topic

Wiyarsi

Fachriyah

Supriadi

et al. 2019

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Assessments play an important role in chemistry learning and for specific uses. The construction of a test based on multiple representation approaches is needed for measuring the 21st century thinking skills. This study aims to construct and validate a standardized test to measure students’ analytical thinking and chemical representation ability in rate of reaction topic. The test captures four aspects on analytical thinking and four levels of multiple representations (macroscopic, sub-microscopic, symbolic and mathematic). A group of experts confirmed the construct and face validity of the Test of Analytical Thinking based on Multiple Representation (TAT-MR) with 32 items. The TAT-MR was then validated by participating 449 high school students. The test characteristics were analyzed usingRasch model with Partial Credit Model-1 Parameter Logistic (PCM-1PL) approach. The results of theRaschmodeling show that there are 22 TAT-MR items with excellent reliability. Hence, the TAT-MR is acceptable as a good instrument to collect the data. This study suggests that TAT-MR will prove to be a useful instrument for measuring the students’ ability on analytical thinking and chemical representation for rate of reaction topic in chemistry learning.

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Comparing Slovenian year 8 and year 9 elementary school pupils’ knowledge of electrolyte chemistry and their intrinsic motivation

Cited by 31 publications

References 30 publications

Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

A Test of Analytical Thinking and Chemical Representation Ability on 'Rate of Reaction' Topic

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