A motivational model of persistence in science education: A self-determination theory approach
A motivational model of persistence in science education: A self-determination theory approach
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DOI：
10.1007/bf03173432
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发表时间：
2007-09-01
影响因子：
3
通讯作者：
Miquelon, Paule
中科院分区：
文献类型：
--
作者：
Lavigne, Genevieve L.;Vallerand, Robert J.;Miquelon, Paule
本研究的目的是提出并检验一个科学教育中坚持的动机模型。该模型认为，科学教师对学生自主性的支持积极影响学生的自主性和能力的自我感知。这些自我认知反过来又会对学生的自我决定的科学动机产生积极的影响，从而导致他们追求科学教育并最终在科学领域工作的意图。该模型与高中学生（n= 728）进行了测试。单变量方差分析和结构方程模型分析（LISREL）的结果被发现支持所提出的模型。此外，直接联系的能力和意图之间的看法，以追求科学教育，表明更高水平的感知能力预测更高水平的持久性意图。目前的研究结果支持自我决定理论，并开辟了未来的研究，从动机的方法在这一领域。
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.