Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis
Given the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students. In a th...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
Pergamon
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/70862 |
| _version_ | 1848762324830126080 |
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| author | Hagger, Martin Hamilton, K. |
| author_facet | Hagger, Martin Hamilton, K. |
| author_sort | Hagger, Martin |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Given the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students. In a three-wave design, secondary-school students completed measures of perceived autonomy support, autonomous and controlled motivation, social-cognitive beliefs (attitudes, subjective norms, perceived control), intentions, and self-reported participation in out-of-school science learning activities. Five-weeks later, students self-reported their science learning activities. Students’ science grades over the semester period were obtained. Bayesian path analyses supported model hypotheses: in-school autonomous motivation predicted out-of-school autonomous motivation, beliefs, intentions, science activity participation, and science grades. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision in estimates. Findings provide evidence for a link between students’ autonomous motivation toward science activities across contexts and may inform interventions promoting motivation and participation in science activities. |
| first_indexed | 2025-11-14T10:45:46Z |
| format | Journal Article |
| id | curtin-20.500.11937-70862 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:45:46Z |
| publishDate | 2018 |
| publisher | Pergamon |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-708622019-07-02T07:55:56Z Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis Hagger, Martin Hamilton, K. Given the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students. In a three-wave design, secondary-school students completed measures of perceived autonomy support, autonomous and controlled motivation, social-cognitive beliefs (attitudes, subjective norms, perceived control), intentions, and self-reported participation in out-of-school science learning activities. Five-weeks later, students self-reported their science learning activities. Students’ science grades over the semester period were obtained. Bayesian path analyses supported model hypotheses: in-school autonomous motivation predicted out-of-school autonomous motivation, beliefs, intentions, science activity participation, and science grades. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision in estimates. Findings provide evidence for a link between students’ autonomous motivation toward science activities across contexts and may inform interventions promoting motivation and participation in science activities. 2018 Journal Article http://hdl.handle.net/20.500.11937/70862 10.1016/j.lindif.2018.09.002 Pergamon restricted |
| spellingShingle | Hagger, Martin Hamilton, K. Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis |
| title | Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis |
| title_full | Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis |
| title_fullStr | Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis |
| title_full_unstemmed | Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis |
| title_short | Motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis |
| title_sort | motivational predictors of students’ participation in out-of-school learning activities and academic attainment in science: an application of the trans-contextual model using bayesian path analysis |
| url | http://hdl.handle.net/20.500.11937/70862 |