Environmental Values Moderate How Teacher Support Predicts Science Motivation

• In Event: Contextual Influences on Motivation: Values, Beliefs, and Situational Dynamics

Abstract

This study investigated whether high school students’ environmental values shape their responsiveness to teacher support in science education. Drawing on Self-Determination Theory and a value-alignment framework, we examined whether students’ ecocentric beliefs—defined by environmental concern and recognition of human-nature interdependence—moderate the effect of teacher support on science class motivation. Survey data were collected from 285 students before and after a six-month, air-quality-centered curriculum. Structural equation modeling revealed that teacher support predicted increases in science interest, importance, and utility value—but only among students with strong ecocentric beliefs. These findings highlight the role of value congruence in enhancing the impact of supportive teaching and underscore the need for science instruction that meaningfully connects with students’ personal beliefs and concerns.

Authors

• Minghui Wang, University of California - Riverside

• Valerie Backstrom, Riverside Unified School District

• Linda Christopher, Galt Joint Union High School District

• William Porter, University of California - Riverside

• Cecilia Cheung, University of California - Riverside