A Motivational Model of Persistence in Science Education: A Self-Determination Theory Approach

Autor/inn/en	Lavigne, Genevieve L.; Vallerand, Robert J.; Miquelon, Paule
Titel	A Motivational Model of Persistence in Science Education: A Self-Determination Theory Approach
Quelle	In: European Journal of Psychology of Education, 22 (2007) 3, S.351-369 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Structural Equation Models; Academic Persistence; Student Motivation; Science Teachers; Science Education; Self Concept; Personal Autonomy; High School Students; Self Determination; Theories + Suchen Sie Ihr Suchwort? Schulische Motivation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Selbstkonzept; Individuelle Autonomie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbestimmung; Theory; Theorie
Abstract	The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers' support of students' autonomy positively influences students' self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students' self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area. (Contains 4 figures and 5 tables.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10