Examining Students' Motivational Structures That Differentially Predict Engagement and Achievement in Middle School Science

• In Event: Poster Session 10
  In Poster Session: Exploring Ways to Engage Students in Science

Abstract

Middle school has been documented as the period in which a drop in motivation for learning science occurs. Although a large body of work unequivocally points to the important role of motivation, little is known about how different aspects of motivation interact with student engagement and science learning. The present study examines this gap among middle school students (grades 6 to 8) in the United States (N = 2356). Results from a latent variable analysis showed that engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had showed no relationship. Implications for classroom practice and policy on different types of motivation, and in turn, students’ engagement and science achievement are discussed.

Authors

• Christine Sue-Jeung Lee, California State University - East Bay

• Kathryn N. Hayes, California State University - East Bay

• Jeffrey C. Seitz, California State University - Hayward

• Rachelle DiStefano, California State University - East Bay

• Dawn M. O'Connor, Alameda County Office of Education