Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

Abstract

Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self‐efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self‐report questionnaire completed by 871 preservice elementary teachers and analyzed using the structural equation model (SEM) methodology. The first step determined the adequacy of the measurement model and, in the second step, SEM showed that the variables associated with motivation for science learning significantly predicted the variance of boredom and enjoyment as 27% and 52%, respectively. The variables associated with motivation for science learning and emotions explained 67% of the variance in science learning engagement. Relevance to personal goals and self‐efficacy in science learning predicted the emotional variables. Emotional variables mediated the impact of motivational variables in science‐learning engagement. The fundamental role of emotions in motivation and science‐learning engagement in preservice elementary teachers is observed.

Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students

“…Also confirmed in the set of variables studied are the simultaneous relationships between the relevance of science learning for personal goals and self‐efficacy in science learning, and that of interest in a scientific career with boredom and enjoyment in science classes, and all of them with engagement towards science studies in compulsory secondary education students. Membiela et al (2021), in a previous study with preservice elementary school teachers, related relevance of science learning for personal goals and self‐efficacy in learning science to boredom and enjoyment, and all of them with engagement.…”

“…There is scant previous research on the simultaneous relationships of engagement, with motivational and emotional variables in science learning. Membiela et al (2021) using SEM analysis, related relevance of science learning for personal goals and self-efficacy with boredom and enjoyment, and all of them with engagement in preservice elementary science teachers.…”

Virtual Reality as a Media for Learn Animal Diversity for Students

“…Of all these elements can not be separated because it has become a feature of science. In the learning process at school, these elements are expected to appear so that no features of science are lost so that students can feel a comprehensive learning such as analyzing the symptoms that occur and being able to find current facts (Margunayasa et al, 2019;Membiela et al, 2022).…”

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

“…In particular, social media can be used for informal science learning (Lundgren et al, 2022). Obstacles & challenges also need to be identified (Christidou et al, 2022) Forms of implementing science learning: formal, informal, & non-formal 3 Integrated urgency (Suraiya et al, 2020) & science learning spaces need to reduce social/gender inequality (Dawson et al, 2020), social positioning (Brookes et al, 2021), ethnopedagogy (Rahmawati et al, 2020), environmentally-based (Nusantari et al, 2020), climate change awareness (Jeong et al, 2021), indigenous science (Zidny et al, 2021), socio-scientific issues-based (Nida, Mustikasari, et al, 2021), life-based experiential learning (Acharya et al, 2022), religion & culture on student attitudes (Kurniawan et al, 2022) (Kim, 2020), spatial abilities (Chen et al, 2020), student engagement (Bae & Lai, 2020;Lee et al, 2021;Pierson et al, 2021), students' situational engagement (Inkinen et al, 2020), & productive disciplinary engagement (Koretsky et al, 2021;Membiela et al, 2022).…”

“…Fortus and Touitou (2021) focus their review on changes to students' motivation to learn science. Membiela et al (2022) examine the motivation for science learning as an antecedent of emotions and engagement. In addition, Rahmouni and Aleid (2020) focus on the teachers' practices and children's motivation towards science learning and Chai et al (2021) are further highlighting the intrinsic motivation and sophisticated epistemic beliefs.…”