Science Class Motivational Beliefs That Impact Students' Science Identification and Career Plans

• In Event: 35.075 - Identity, Relationships, and Research in the Science Classroom

Abstract

Our first research question was: To what extent does the MUSIC Model of Academic Motivation Inventory reliably measure the motivational beliefs of upper-elementary and middle school students? Our results provided validity evidence for using the inventory to measure the five MUSIC model constructs (i.e., empowerment/autonomy, usefulness, success, interest, and caring) with a sample of middle school students with respect to their science class. Our second research question was: To what extent are students' motivational beliefs predictive of their science identification and career plans? Our hypothesized model fit the data reasonably well and usefulness and success were significantly associated with science identification, which was significantly related to students' science career plans.

Authors

• Brett D. Jones, Virginia Polytechnic Institute and State University

• Sumeyra Sahbaz, Oklahoma State University

• Jessica Chittum, East Carolina University