
A recent investigation published in Learning and Individual Differences has examined how motivation affects the performance of students in science and their aspirations for science-related careers, focusing on students aged 11 to 14.
The results indicate that the most effective and ambitious students exhibited a motivational framework marked by high expectations of success, genuine enthusiasm for science, and a clear understanding of its significance and practical applications.
Moreover, these students perceived the effort required to study science as relatively low.
Understanding Motivation in Science Education
This research addresses an urgent issue: the declining interest in science that often emerges during adolescence and its potential impact on educational and career pathways.
With a growing demand for professionals skilled in science, technology, engineering, and mathematics (STEM), understanding what motivates people to engage with science is crucial.
While prior studies have highlighted motivation’s role, few have explored how different elements of motivation—such as anticipated success, affinity for science, and perceived costs—interrelate to influence academic performance and career aspirations.
The study involved 1,240 students from six secondary schools in northwest England, representing a diverse mix in terms of gender, ethnicity, and socioeconomic background.
Researchers collected data through a two-phase process, where students first completed an online questionnaire assessing their motivation regarding science.
This questionnaire focused on three dimensions: success expectations for science tasks, the value placed on science (including intrinsic enjoyment and practical significance), and perceived costs associated with studying science, which included effort, opportunity costs, and social or emotional repercussions.
Motivational Profiles and Academic Performance
After a two-week interval, the participants underwent a 30-minute science assessment to evaluate their academic achievement and answered questions about their ambitions for careers in science.
The researchers used latent profile analysis to categorize students into distinct motivational profiles based on their survey responses.
The analysis revealed four primary motivational profiles among the students.
The first group, characterized by high value and low cost, showed the highest success expectations, intrinsic enjoyment of science, and recognition of its importance and utility, alongside a perception of minimal costs in studying science.
This group performed the best academically and had the strongest career aspirations.
The second group, categorized as high value and high cost, valued science but faced significant barriers, leading to moderate achievements and aspirations.
The third group displayed high interest and appreciation for the value of science but had lower success expectations and faced considerable perceived barriers, resulting in performance and ambitions that were above the lowest motivated group yet still below the highest.
The final group, low value and high cost, exhibited low success expectations, minimal interest in science, and high perceived costs, which led to the poorest test scores and weakest career aspirations.
The study found that factors such as gender and socioeconomic status influenced these motivational profiles.
Specifically, students from lower socioeconomic backgrounds were underrepresented in the adaptive category and more likely to fall into struggling or disadvantaged profiles.
Additionally, girls were more frequently found among the struggling profiles, which perceived high costs, indicating that societal pressures might impact their experiences in science.
Implications for Future Research and Education
Putwain emphasized the importance of students’ perceptions regarding their capabilities, the significance of science, and the drawbacks of studying science in shaping their achievements and aspirations during early adolescence.
Moreover, girls and economically disadvantaged students often perceived greater drawbacks in studying science, even though their views on their abilities and the importance of science did not differ from their peers.
While the study provides valuable insights, it has limitations.
The short interval between measuring motivation and assessing academic performance restricts the ability to draw long-term conclusions about the evolution of motivational profiles and their impact on educational decisions.
Additionally, reliance on self-reported data concerning motivation could introduce bias, as respondents might exaggerate or minimize their beliefs and perceptions.
Future research could build upon these findings by tracking students over several years to understand how motivational dynamics interact with other factors, including teacher support and peer relationships.
Investigating the effects of tailored interventions for each motivational profile on long-term outcomes may yield further insights.
Expanding studies to involve diverse educational environments would also be crucial in determining these conclusions’ generalizability beyond the specific context of secondary schools in England.
Recognizing that the characteristics of educational systems can significantly affect how science is perceived in schools is essential.
In this study, the focus was on the initial three years of secondary education in England, where students are required to study science before choosing specific subjects for advanced study.
Different educational systems globally may influence students’ experiences differently, but the importance of their beliefs in driving achievement and aspirations remains a constant.
The primary aim of this research is to enhance the understanding of psychological factors that promote or hinder student success in mandatory education.
This insight is vital for educators and school leaders aiming to effectively support student learning.
Moreover, the information garnered from this study holds significance for policymakers, seeking to empower teachers, administrators, and ultimately, students in realizing their fullest potential.
“`htmlStudy Details:
- Title: Science motivation, academic achievement, career aspirations in early adolescents
- Authors: David W. Putwain, Andrea Mallaburn, Tanja Held
- Journal: Learning and Individual Differences
- Publication Date: January 2025
- DOI: 10.1016/j.lindif.2024.102577