Naslov
Engagement in learning physics within the contextual model

Autori
Petričević, Ema ; Pavlin-Bernardić, Nina

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Book of Abstracts / - Dresden : TU Dresden, 2022, 69-69

Skup
17th International Conference on Motivation (ICM) and the Joint Day of the EARLI SIGs Motivation and Emotion as well as Metacognition and Self- regulated learning

Mjesto i datum
Dresden, Njemačka, 24.08.2022. - 25.08.2022

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
engagement in learning, physics ; teacher's motivational style ; student's motivational beliefs ; elementary school

Sažetak
Physics is subjects that students experience as interesting but difficult. Some research showed that decline in interest for physics is most pronounced between the ages of 12 and 13. Therefore it is important to research the motivation and engagement for learning physics at the beginning of formal education. The aim of this study was to research the role of motivational beliefs in the relation between the quality of teacher's motivational style and three aspects of engagement in learning physics (behavioural, cognitive and emotional) on a sample of elementary school pupils within the contextual model for student engagement (Lam et al., 2012). The participants were 595 (51% female) 7th-grade students from ten primary schools in Zagreb, Croatia. The questionnaires of teacher’s motivational style, and student’s motivational beliefs, and engagement for learning physics were applied. The results of structural equation modeling showed that interest in physics had a central mediating role in the relationship between the teacher's involvement and structure and emotional and behavioural engagement in learning physics. Teacher's autonomy support positively predicted the student's self-efficacy beliefs and the utility of physics. Self-efficacy beliefs positively predicted cognitive end emotional engagement in learning physics ; interest in physics positively predicted behavioural and emotional engagement, attainment value (the importance of doing well on a given task) positively predicted behavioural and cognitive engagement while the utility of physics positively predicted cognitive engagement. The model explained 54% variance of behavioural engagement, 56% variance of cognitive engagement and 71% variance of emotional engagement in learning physics.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA