Differential Relations of Instructional Practices to Students’ Learning Motivation and Science Achievement: Results From TIMSS (Trends in International Mathematics and Science Study) 2007

• In Event: Roundtable Session 2
  In Roundtable Session: Laws of Attraction: Developing and Maintaining Interest in STEM Fields

Abstract

The purpose of this study is to examine the interrelationships between student- and teacher-oriented instructional practices, self-efficacy and intrinsic motivation of learning science and science achievement. The TIMSS 2007 U.S. eighth graders’ data and structural equation modeling were utilized in the study. The results indicate that student-oriented instructional practices statistically negatively affected achievement while teacher-oriented instructional practices positively influenced student science achievement. The results also showed that both instructional practices had positive effects on student learning motivation. Meanwhile, student self-efficacy is an important mediator between the instructional practices and student achievement.

Authors

• Hsin Ning (Jessie) Ho, Tapioca Express Inc.

• Pey-Yan Liou, National Central University - Graduate Institute of Learning and Instruction