Systemizing: A cross‐cultural constant for motivation to learn science

Abstract

The present study is based on the empathizing‐systemizing (E‐S) theory of cognitive science. It was hypothesized that the influence of students' gender on their motivation to learn science is often overestimated in the research literature and that cognitive style is more important for motivation than students' gender. By using structural equation modeling, and based on previous research, a precise causal model was formulated to test this hypothesis. Then, using multiple group confirmatory analysis, the model was tested in a cross‐cultural context that included four countries—Malaysia, Slovenia, Switzerland, and Turkey—and 1,188 upper secondary students. Data were collected using standard questionnaires on cognitive style and motivation to learn science. The results showed full mediation of systemizing—the second dimension of the E‐S theory—between gender and motivation. That is, gender had no direct impact on motivation, but systemizing explained 27% of the variation in students' motivation scores. The indirect impact of gender was significant but very low; it explained 1.5% of the variance, in favor of boys. Empathizing—the first dimension of the E‐S theory—had no impact on students' motivation scores. This causal model proved to be similar (invariant) in all four cultures. The results suggest that considering students' cognitive style, instead of or in addition to their gender, could lead to a better understanding of students' motivation to learn science. Science teaching methods that support both cognitive styles—systemizing and empathizing—could enhance students' learning of science. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 1047–1067, 2013

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

“…As expected, the results of the SEM analyses provided support for all study hypotheses. Consistent with past research (Zeyer et al 2012(Zeyer et al , 2013, systemizing positively predicted intrinsic motivation. As such, high systemizers reported feeling more intrinsically motivated to study science compared to low systemizers.…”

“…It implies that systemizers will be motivated to study subjects like science, and empathizers will be motivated to pursue people-centered fields. Indeed, previous studies (Zeyer et al 2013;Zeyer et al 2012) found significant positive correlations between systemizing and motivation to learn science as measured by the Science Motivation Questionnaire (SMQ; Glynn and Koballa 2006), which includes intrinsic and extrinsic items. It is probable that low systemizers will not enjoy studying science.…”

“…For example, higher systemizing was expected to relate to higher intrinsic motivation and self-efficacy and lower anxiety in math-intensive STEM domains, which in turn were expected to relate to higher achievement in pre-college STEM courses and stronger intentions to persist in STEM in college. There are few empirical studies linking systemizing cognitive skills with learning anxiety or intrinsic motivation (Zeyer et al 2013), but Halpern and LaMay (2000) argue that individuals acquire cognitive systemizing skills by spontaneously engaging in activities in which those skills are useful. These experiences lead to decreased anxiety in novel situations and increased motivation to further engage in such tasks.…”

Effects of South Korean High School Students’ Motivation to Learn Science and Technology on Their Concern Related to Engineering

“…Many studies on students' learning motivation have employed the SMQ. The reason is that, while other motivation assessment instruments deal with some specific motivation elements such as efficacy or interest, the SMQ is capable of assessing many key components with just one single set (Zeyer et al, 2013). In addition, there are already many preceding studies employing SMQ (Bryan et al, 2011;Glynn et al, 2009Glynn et al, , 2011Ha & Lee, 2012;Salta & Koulougliotis, 2015;Tosun, 2013), to compare with this present study finding.…”

Monitoring and evaluating astronomy outreach programmes: Challenges and solutions

“…While some STEM researchers have called for sensitivity to diversity, equality and cultural concerns in STEM programme evaluation 38,39 the majority of STEM programmes do not consider these elements to be important type. Participant satisfaction surveys were used to measure twinning quality.…”